The document discusses the authoring software Hot Potatoes, which allows language teachers to create interactive exercises for students in various formats. It was developed in 2009 and does not require programming knowledge. Hot Potatoes exercises can be made accessible online or saved on discs. This provides students convenience and flexibility. However, there are also limitations to the feedback and interaction it allows. Overall, authoring software like Hot Potatoes is useful for supporting language learning, but teachers must guide its effective use.

1. Authoring Software: Hot Potatoes
There are many authoring softwares out there for language teachers to use in all
methods and areas of the teaching and learning process for the four skills; reading speaking,
listening and writing. Some of these softwares were created even in the 1970s but were short
lived such as WinCALIS, Dasher, Edutext, Microtext, Tutor, TenCore (Bangs, 2010) and many
more. Nonetheless, after much evolution of softwares for language learning as well as the birth
and rising usage of the Internet, these authoring softwares gradually became more
sophisticated as teachers can bring in sources from around the world to produce better quality
exercises for the students. Moreover, the Internet allows students to access the exercise
anywhere and everywhere, giving less excuse for students to not complete their exercises.
One of the many authoring softwares that can be used by language teachers to come up
with exercises is the Hot Potatoes. Developed in 2009, this software allows teachers „to create
interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and
gap-fill exercises for the World Wide Web‟ (Hot Potatoes Homepage, 2010). This allows
teachers to design exercises based on their lessons and the level of the students.
There are many advantages of using Hot Potatoes or basically any of the Authoring
Softwares. Rogerson-Revell (2005) attributed a few benefits in this area. Firstly, the exercises
made by the authoring software are accessible anywhere by using various methods; save in
compact discs as a programme file or uploaded to the Internet. This easy accessibility allows
students to do the exercises independently even when they are not in their formal education or
class (Somekh and Davis, 1998). The convenience that the students feel can result to an
increase in motivation for students to use the computer which will be more interactive than the
normal exercises in paper. Moreover, as the exercises are done independently, students can
pace out their exercises and can learn more effectively through the immediate feedback from

2. the software. There will be clues which have been initially set up by the teacher in offering guide
to students if they do not know the direct answer, encouraging students to think.
For teachers, especially those who are not computer savvy, the modules of the Hot
Potatoes are logical and easy to use. They do not require programming knowledge, yet they still
offer flexibility for teachers who have more advanced knowledge towards creating their own
authentic materials that fit their lessons (Arneil, Holmes, Street, 2001). This is because the
software includes a tutorial to guide new users through the process of creating an exercise.
Moreover, the projects can be saved and can even be sequenced according to order and
preference of the teacher which makes the learning process more flowing and contextualized.
Creative teachers who want to capture the attention of their students can even include sounds
and pictures along with the exercises in motivating students to do the exercises (Winke &
MacGregor, 2001). This can further enhance students‟ learning and attention span towards their
exercises because of the existing stimuli for them.
Nonetheless, there are some disadvantages of the software, too. Firstly, there is limited
interaction between students, teacher and even with the software itself (Arneil, Holmes, Street,
2001). This is because the feedback given, though immediate, is pre-scripted by the teacher.
This means that feedbacks will be limited in the sentence pattern and variation which
sometimes may not bring any benefit for students to acknowledge their weakness or strengths.
Moreover, there will definitely be a tendency for students to have a binary correction strategy in
answering the questions (Garrett, 1995 as cited in Yoell, 2000), further decreasing the level of
knowledge and understanding the student has towards a particular language area. Therefore,
this software cannot be credited to become an assessment tool due to its reliability in question
and can only become an self- learning tool.

3. Summary
The usage of authoring software in a computer assisted language learning approach has
by far many advantages for teachers and students. The easily availability of these software
through the Internet offers an easier and faster alternative in supporting their language teaching
and learning process for second language students besides the traditional method. Although
there are certain setbacks in using this tool as a teaching aid because of its rigid communication
between the learner, teacher and computer, yet students are able to relate learning with fun and
which can help to decrease their affective factor towards the language. Nonetheless, teachers
play an important role in developing the positive vibe for students to be interested in learning the
language. As teachers, it is important to remember that computer and the various language
learning software and programmes are only tools to assist in language teaching. Garrett (1991)
has previously mentioned that “the use of the computer does not constitute a method but rather;
it is a medium in which a variety of methods, approaches, and pedagogical philosophies may be
implemented” (p. 75). Thus, teachers should be fair in acquiring the various skills and
knowledge needed to present their teaching and lessons for the ultimate benefit of the students.

4. Reference List
Arneil, S., Holmes, M. & Street, H. (2001). Hot Potatoes (Version 5.2.6) [Computer Software].
Victoria, Canada: Half-Baked Software.
Bangs, P. (2010). ICT4LT Module 2.5: Introduction to CALL authoring programs. Retrieved
January 21, 2010 from http://www.ict4lt.org/en/en_mod2-5.htm
Garrett, N. (1991). Technology in the service of language learning: trends and issues. Modern
Language Journal, 75(1). pp. 74-101.
Hot Potatoes Homepage. (2010). Hot potatoes: Version 6. Retrieved January 20, 2010 from
http://hotpot.uvic.ca/
Rogerson-Revell, P. (2005) A hybrid approach to developing CALL materials: authoring with
Macromedia's Dreamweaver/Coursebuilder. ReCALL l, 17 (1). pp. 122-138.
Winke, P & MacGregor, D. (2001). Language learning & technology Retrieved January 21, 2010
from http://llt.msu.edu/vol5num2/review3/default.html
Yoell, S. (2000). Hot Potatoes----- A Healthy Diet for the 21st Century? Retrieved January 20,
2010 from http://www.yoell.fsnet.co.uk/HotPotatoes.htm#requirements.