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Approach-based design criteria considers the value of linguistic and learning assumptions;
language teaching approach; and computer as delivery system. For instance, in linguistic and
learning assumptions, it evaluates the courseware if it provides comprehensive input at a level just
beyond that already acquired by the student. At the same time, in language teaching approach, it
evaluates the courseware if it provides a challenge through varied activities that does not produce
frustration or anxiety to the learner. And for computer delivery system, it evaluates the courseware
if it provides meaningful communicative interaction between the student and the computer.
activities good for enhancing listening, speaking, reading and writing skill. It also includes the
different approaches, but Hubbard mentioned common language teaching approaches which can
the better known approaches. It primarily aims to assess any CALL software in its role in imbibing
having the capacity to bring the learners into contact with other humans as in Computer Mediated
Communication. This means that the courseware assigns human characteristics to tutor and a
system that delivers both the content and pedagogy. Hubbard made this guide because a teacher
can be boring and unmotivating sometimes and notes that the anticipatory interaction (e.g.
providing the learner with limited but potentially useful simulations of communicative interaction)
offers options not possible with the traditional textbook. Hubbard (1988) further said that this
greatly concerned the computer level of difficulty and user’s appropriateness. It also tried to infer
and explore the language teaching approach that the software reflects and determine the degree to
Learner Fit
Hubbard (1988) also said that the design component consists of the specification of the
goals and objectives of the method, and their actualization through the syllabus and the learner
variables.
Learner variables concern the intended audience for the courseware; learners’ proficiency
level, age, native language, and needs. Learner variables include learning style and classroom
management. Hubbard admitted that there is difficulty of measuring individual learner variables
described as one of the problems of this area of SLA and CALL. It is agreed that language learning
is a complex process. Larsen-Freeman (1991) pointed out that more complex research designs
should be adopted. He said that multivariate statistical techniques can provide a means for
examining the relationship among learners’ characteristics. Learner variables inevitably overlap
and interact with others and it may not be possible to isolate a particular factor.
The syllabus is influenced by the approach-based design criteria and it is concerned with
the learning objectives and how they are obtained. Syllabus covers the program focus and learner
focus. A syllabus normally deals with a language learner at a particular level, be it beginner,
intermediate or advanced where topics or lessons and activities are stipulated with a target days,
week or semester to accomplish. This place of CALL syllabus tries to primarily evaluate the
lessons and activities targeted by the students and how it is achieved by the software.
If learner variables mainly cover the learning style and classroom management to meet the
objective; and syllabus covers program focus and learning focus, both try to determine the CALL’s
Hubbard (1988) specified the following criteria to be evaluated in CALL and their
contextualization on the designed syllabus as well as its connection and relatedness on the given
learner variables.
1. Language difficulty. It affects learner variables and syllabus. This covers the factors
such as familiarity, concreteness and length play a role in determining language difficulty.
Familiarity refers to the themes chosen that should be familiar to the learner (e.g. everyday
greetings and saying learner’s name). Concreteness deals with the course’s concrete items and tries
to avoid abstract themes, which would not be suitable for beginners. Lastly, length focuses on the
2. Program difficulty. It refers to the level of suitability and opportunity given for non-
experienced computer users and people with a limited linguistic background in order to minimize
the level of program difficulty. It also affects learner variables and syllabus. This can be achieved
through the use of images to help contextualize the learning process; and no time limit placed on
the use of the system. In addition, this criterion of learner fit gives emphasis on the easiness of
program operation which aims to minimize the cognitive load associated with the operation of the
program with a consistent interface and easy maneuverability within the system. Moreover, it also
includes the following: a) learner’s option to simply correct answer, match pairs of words or type
in the correct answer; b)tasks are all based on the lesson content and should be easy to understand;
c) learner has complete control over the program operation which means that the learner can leave
the system when s/he wishes or can move to another part without censure; and d) if the learner
ends up somewhere unexpected, navigation aids make it easy to go back to a known location.
3. Content. It refers to the lessons and activities provided by the CALL software that may
address specific syllabus goals or the perceived needs and interests of the students. This mainly
influences learner variables and syllabus. This focuses on the impacting exercises or drills during
learner-computer interactions that merely provide the opportunity of honing the listening,
4. Learning style. It (in this context) describes the type of learning styles supported by the
CALL activity. This has to be considered under learner variables like the appropriateness of the
CALL activities which include recognition, recall, comprehension, experimental learning and
constructive learning. Other classifications include inductive-deductive, and form vs. meaning
focused. This covers in evaluating if the courseware aims to accommodate several learning styles,
by providing information in both audio and text formats. The functional images are also used to
5. Program focus. It refers to the linguistic objective of the activity. This affects the
syllabus. As the template aims to produce a complete beginner's course, this includes phonology,
spelling, vocabulary and grammar. Within this list, each part of the system has its own particular
objective. For example, the lessons concentrate on vocabulary and grammar, while the dictionary
section explains the phonology and spelling of the language (in simplified terms).In short, this
6. Learner focus. It covers the language skills area covered by the courseware such as
listening, speaking reading, and writing. This also affects the syllabus objective and
contextualization in developing different language skills. For instance, learners can listen to the
conversations (an unlimited number of times). In the activities, they can listen to the question
before producing an answer. They can read the conversations (with or without a translation).
Learners get the chance to produce and apply the target language in the exercise at the end of each
lesson. In short, this template focuses on the beneficiality of the learned skills from the courseware.
the computer if alone, in pairs or in larger groups. This also affects the learner variables and its
main support on student’s learning style. The template was developed with a single learner in
mind. However, there is nothing in the format or design of the template that prevents it being used
by a group of learners at once. Indeed, given the learning style preference of Filipino students, it