Evaluating Multimedia Language Learning Software:

Pedagogical viewpoint

If you give people tools, and they use their natural ability and their curiosity, they will develop things in ways that will surprise you very much beyond what you might have expected.

- Bill Gates

The WOW factor

Both extremely positive and negative initial reactions Can influence the users opinion of the program as a whole, even on a medium or long-term basis

The WOW factor

Causes stem from design features. Less evident causes from teacher/ learner technophobia, a high-learning curve Positive first impressions must be controlled and extended to counterbalance the negative elements of the software

CALL evaluation
It is imperative that any language learning software embodies basic principles of language teaching and learning and does not merely position some foreign words interestingly on the screen with some background music. (Murray & Barnes, 1998)

Framework
The medium may change but teachers should still be able to use their professional judgement and experience in the software evaluation. Checklist (set of questions) to help decide if the designer has implemented sound language teaching and learning approaches

Does the software incorporate manageable and meaningful input?

FL learning improves when learners is exposed frequently to manageable amounts of languagelittle and often. Multimedia learning software must be flexible for Ss., leading them to confidence in using and manipulating it.

How is new language introduced? Is there sufficient practice before Ss produce language?
Work out how much weight the software allocate to various stages of language learning:
Too much time on presentation? Production expected too quickly without sufficient support?

Presentation stage work should be interactive, not passive viewing.

How does the software use the writing medium?

Transition between receptive language and language production has to be handled extremely carefully.
Aural modelling is provided both before the written word. Introduction of written word must not be delayed too long.

Does the software try to create a target language context?

Language items are not learnt in isolation, but in context. If the context is meaningless and monotonous, learning process will be disadvantaged. CALL contexts (Watts,1997)
Formal (directed learning) Informal (incidental learning)

Does the software perpetuate cultural stereotype?

Both multicultural and gender issues must be taken into account. Learners should be broadening their cultural horizons, making extensive use of authentic video news items, or free downloaded video extracts.

How authentic and accurate is the target language used?

The language used in the software should be as near authentic as possible. The software acts as another role model for learners so language needs not only to be accurate but also motivating (intonation and general liveliness).

Does the software incorporate suitable language learning activities?

4 levels of language learning activities (Hawkins,1987)
1. Activities where learners focus on manipulating sounds, vocabulary and grammar patternsmore receptively, picking out certain features or matching up discrete items

2. Activities that involve mimicking and producing phrases 3. Activities where learners convey their own meanings but still with an element of rehearsal 4. Activities that are genuine acts of communication

 Software must strive to provide suitable experiences for learners, as well as ensure that users of different abilities are set appropriate objectives. Reward or feeling of achievement at each step is the key. Variety of activity is the key.

 Activities should be active and interactivelearners must be doing something and responding. CALL software should allow learners to apply what they have learnt in a different context, not rely on a single conversation throughout.

 Activities should lead up to including a degree of unpredictability and unfamiliarity, while starting at an achievable, straightforward level. Activities should not overload memory, for example, activity with long lists of instructions.

How practical is integration of the software into the class?

Software should allow Ss to work in a variety of situations: individually, in pairs or in groups. Some Ss may respond better to the opportunity the software offers to practice TL in private where others may benefit from working in pairs/groups or from formal class presentations.

How well does the software match pupils expectations and the needs of the course?
Ss are generally sophisticated in their demands on technologyso video clips and/or good graphics may be essential. However, Ss must be learning the language when they are using the software, not struggling with how to use the software.

Does the software cater for all learners?

Differentiation = a challenge for language teachers. Ss should be able to access the software at appropriate level for them.
Choice of activities after seeing/ hearing/ reading a stimulus Activities must be demanding but achievable

What form of assessment, learner feedback or profiling is provided?

Learner profile should be included and stored for teachers and learners. Assessment should be positive, flexible, motivating and achievable for Ss through optional support (clues, glossary, different activities based on same stimulus).

Is the multimedia dimension exploited with regard to grammar and language patterns?
The program should provide Ss with an aid towards internalising and using structures accurately, not just recognising them.
Present structures in context. Use the language depending on the level of the learners language. Options of language to explain and present grammar, as well as give Ss feedback.

How are language items presented on screen to Ss?

Use of appropriate and nonexcessive colour coding (= visual memory). Glossary of instructions for activities (incidental learning), praise and clues.

How clear are instructions for users?

Activities must have clear instructions and may need to be previewed or demonstrated before Ss start using the program. Directions and help on how to use the software done with the use of on-screen buttons, icons and menus.

What support for teachers is provided?

Curriculum grid or guidelines; Photocopiable worksheets or preparatory handouts; Vocabulary and structures covered, transcripts of conversations, etc. would facilitate the planning and integration of software. Print option and extra activity