Criteria used in order to evaluate the suitability of web-based language learning - Essay Example

?Which criteria would you use in order to evaluate the suitability of web-based language learning? Choose an internet site or web-based which is specifically designed for language teaching and learning (you can use one of the sites we looked at in class) and evaluate it according to these criteria. 1. Introduction It is hard to imagine, nowadays, to think of education without a computer or the World Wide Web. As technology developed along with internet use, both computers and the internet have become considered a crucial part of everyday life. This phenomenon has also influenced second language teaching and learning. Therefore, in many aspects, technology, especially in language teaching, is developing continuously with many researchers claiming its value (Burston, 1993; Ausserhofer, 1999). Due to its rapid growth, a wide usage of computer and CALL (computer assisted language learning) technology cannot be considered new technology or learning systems anymore. It is undoubtable that computers have become an essential part of human life –whether we like it or not- and for that, what we need to focus on is how to use the CALL effectively and wisely. There are many studies concerning computer assisted language learning in CALL research areas to evaluate CALL itself. Also, a number of researchers have attempted to compare human teaching to computer assisted teaching (Lam & Pennington, 1995; McEnery et al., 1995; Windschitl, 1998; Allum, 2002). On the other hand, there has been relatively limited research on evaluation of web-based language learning (Yang & Akahori, 1999). As both technology and the internet are evolving every day, the number of its users are growing every second. It would be valuable for us to pay attention to the standard CALL evaluation criteria, especially when evaluating the World Wide Web criteria. This paper will present usable appropriate criteria when evaluating CALL, especially with web-based language learning, followed by evaluation of internet sites that are specifically designed for language teaching and learning. This paper mainly concerns evaluation criteria of web-based language learning of CALL. Firstly, the paper will look through web-based language teaching and learning in depth. Then, the paper will focus on presenting trustworthy evaluation criteria followed by an actual evaluation. 2. What is CALL? CALL is an abbreviation of ‘computer assisted language learning,’ which emerged with computer technology growth. To be more specific, CALL is “the search for and the study of application of the computer in language teaching and learning (Levy, 1997)”. With a rapid development in technology, teaching second language by using computers had also remarkable growth. The next section will cover more specifically web-based language learning in depth. 1.1 What is web-based language learning? By the mid-1990s, the internet began to rule the computer lab and affected “professional life” while giving great influence on second language teaching (Chapelle, 2001). Before, computers worked as a tool for second language teaching and learning, but by the mid-1990s, with the astonishing development of technology and a growing number of users, computer using with the internet commenced accessibility to a large amount of information than ever for both learners and instructors. In this sense, web-based language learning has its strong points in the sense that there is no limitation to the access of massive information (Pahl, 2003). This helps learners to be more active and allows them to look for needed solutions by themselves. The new era has begun with web-based language learning since students began to have free access to web sites and to also evaluate themselves by interaction with other students around the world (Chapelle, 2001; Levy, 1997; Warschauer & Healey, 1998). As researchers described the internet and computer as two of the most astonishing developments of mankind history, it is often used in many language classrooms to help them become communicative. Despite many characteristic of CALL (especially web-based language learning), researchers had introduced the general agreements of ideal features of web-based learning in second language as shown below ( Pennington (ed), 1996; Zhao, 1996; Owston, 1997; Ducate & Arnold (eds), 2006) ; Using Web-based language teaching to make learning more accessible Using Web-based language teaching to promote improved learning Learners benefit from interactive learning of web sites Although there exist many different forms of web-based language learning, these online materials offer high accessibility to learners. The term ‘high accessibility’ can be defined as characteristic of allowing “education more attained by more people (Owston, 1997)”. Despite some concerns about how they use it (Windschitl, 1998), one of the most dominant features of web-based language learning is that the learners have access to information by one ‘click’. This helps learners who are inevitably not able to attend the school by giving them the opportunity of distance learning. Having started in the mid-1950s, it has become very familiar with anxious learners worldwide since it enables learners to do the course online. In addition, as the number of its users grow, web-based learning has expanded its territory to public schools by offering users materials for homeschooling or extension courses (Owston, 1997). Clark (1994) had argued that using computers cannot help learners to expand their knowledge. In contrast, Kozma (1991, 1994) introduced that the computer facilitates the learning, thus is a suitable tool for teaching. There is also argument that children are not able to fully develop their drawing or writing (Martin & Velay, 2010). However, when this technology meets language teaching and learning, it provides learners many opportunities such as flexible accessible learning or new kinds of learning. Flexible accessible learning allows learners to access their material whenever and wherever they are whilst exploring new kinds of learning, including developing their specially needed skills such as critical thinking, rapid reading/writing or writing to an authentic audience through web-based learning (Owston, 1997). 1.2 Why do we need to evaluate it? According to ‘Internet World Stats,’ which surveys usage and population statistics of the internet, (also available at http://www.internetworldstats.com/stats.htm) a growing number of people are using the internet, which is the basis of web-based language learning. Figure 1 shows statistics of internet usage and the population of Asia. As shown below, the growth of users is dramatically uprising with an average growth of over 600%. Also, Japan and Korea, which is well known for its desire of second language education, shows a wide range of internet usage (usage rate of 78.1% and 81.1 % percent of population relatively). This shows great possibility of web-based language learning development. Many web-based language learning site developers have attempted to develop efficient and attractive web sites for language learning. However, it has always been homework for teachers to select suitable teaching web sites due to the confusing theory directed at CALL (Levy, 1997). In addition, since every instructor has their own style of teaching, it is not easy for them to find a perfect web site to teach. Also, it would be very helpful for teachers if there was standard analyzed data for each language learning web site to consider before they choose their supporting materials. Appropriate use of web-based language learning sites is compulsory for teachers to keep them from using computers as limited machines and to take them as valuable tools (Levy, 1997; Osuna & Meskill, 1998). Evaluating CALL also includes evaluating its appropriateness of included tasks and activities for language learning. Allum (2002) had claimed that the standard of evaluating CALL is human teachers. However, a web-based course that is specifically designed for language teaching and learning will not be able to compare by the exact same criteria. Therefore, web sites need their own evaluating system and criteria to make the most out of its use. 2.3 What empirical studies have been about CALL evaluation? As mentioned above, instructors and researchers need to draw their attention to the form of the task that will enhance users’ language ability. However, despite the experiment of evaluation of the CALL, there has not been clear justification for the web-based language learning (Chapelle, 2001). Chapelle (2001) revealed that there are some troubles to explain in order to improve CALL evaluation. Firstly, the criteria for evaluation should combine findings and theoretically support factors to maximize the efficiency of second language learning (for further information see Chapelle, 2001, pp51-51). Table 1 shows Chapelle’s summary of principles for evaluating CALL describing it as an “ideal condition for evaluating CALL”. Principle Implication Evaluation of CALL is a situation specific argument. CALL developers need to be familiar with criteria for evaluation, which should be applied relative to a particular context. CALL should be evaluated through two perspectives: judgmental analysis of software and planned tasks and empirical analysis of learners’ performance. Methodologies for both types of analysis are needed. Criteria for CALL task quality should come from theory and research on instructed SLA. CALL evaluators need to keep up with and make links to research on instructed SLA. Criteria should be applied in view of the purpose of the task. CALL tasks should have a clearly articulated purpose. Language learning potential should be central criterion in evaluation of CALL. Language learning should be one aspect of the purpose of CALL tasks. Table 1. (Chapelle, 2001: 52) Secondly, criteria to evaluate the CALL should include the direction of its use. To be more specific, lucid and clear instructions for the implication should be given with the evaluation. Thirdly, the whole evaluation procedure should concern both the software itself and the actual tasks that learners would perform. Levy (1997) indicates that CALL evaluation is a complex issue. It is true that because of its developing speed, researchers had a lack of time to evaluate CALL, including web-based learning (Cameron, 1999). In the next section, usable criteria for evaluating the suitability of web-based learning are presented according to empirical findings. 3. Criteria for evaluation Many of the empirical studies about CALL (including web-based language learning) evaluations have been using the framework of Hubbard (1988, 1996) and Chapelle (2001). In this paper, criteria for web-based language learning evaluation were selected from frameworks of both Hubbard (1988, 1966) and Chapelle (2001). The four main principles of these evaluation criteria that Hubbard (1988) introduced are as follows: Evaluation should reflect general language teaching and learning methodology, including its effectiveness and learning procedure Criteria should be able to contain a general view of both learners and teachers without predisposing in any particular concept of the nature of learning Evaluating should take part in software development and use Criteria is for multiple components instead of only being used for an exclusive element Figure 2. is a description of major evaluating criteria that will be further discussed in the next section. 3.1 General (operation) features of the web site General features of the software are mentioned as an operational description by Hubbard (1998), introduced as procedure by Richards and Rodgers (1986), and technical preview and operational description by Burston (2003). In general, this operational description enables evaluators and instructors to have a general view of the software. Some selected details from Hubbard (1988) to consider when evaluating the web site are briefly shown as below: Screen Layout Timing Control Feedback Firstly, screen layout is basically the detailed analysis of the appearance of a web page. This includes screen layouts, font, text, color, theme, as well as presenting method, graphic design and quality of video/audio. Secondly, timing includes all of the possible ‘time spending’ factors such as speed of operation (may also include speed of the internet), installation time and amount of time needed in order to download visual components. However, the most considerable timing should be the amount of time that the learner uses to answer the questions or complete the tasks. This timing will play an important role in the scoring system. Thirdly, control was categorized into three prospective factors in Hubbard’s work, which are: the program, the learners (users) and the teachers. The evaluator may ask questions such as ‘Do activities require total completion to go on to the next level/text or is it controlled by users?’ or ‘Is additionally given help content very easy to spot or does it only appear when it is required by learners?’. Lastly, Feedback is a result given to the learners for their references. Feedback can simply appear as a scoring system if it might give the learner the correct answers. Some web sites might do the spell checking, some may give out the answers and let them find out about the score by themselves, while others might work in the opposite way. In addition, some might score the percentage of the right answers while others may offer modified recommendable answers. 3.2 Teacher fit Teacher fit as an evaluation of criteria includes understanding the connection between the web site supplying materials and second language acquisition theory. Therefore, it is crucial that the components are evaluated in the sense of empirical research about second language teaching and learning. As Hubbard (1998) pointed out, this involves two assumptions of the evaluator in “language teaching approach (Hubbard, 1998, p.14)”, 1) an assumption about the nature of the language (e.g. connecting culture and language or language as a means of communication) also known as theory of language and 2) an assumption about language learning procedure (especially as a second language). When using these criteria, it is very likely that evaluators might express their own standards about language learning. The point here is that evaluators should be careful about doing so. Evaluators could open up open-ended possibilities but need to pay attention about not being too confident about their own insistent (assumption cannot be perfect since it is an assumption). Also, appropriateness of the assumption may differ to general teaching situations. Richards & Rodgers (1986) introduce two mainstream language learning assumptions. 1) Internal potential effect of age, motivation, first language and personalities closely related to learners’ intuition. 2) External environmental effects such as sociocultural matters involving classmate, teachers and learning materials. These assumptions and a view of language learning and teaching should share similar concepts with supporting theory. To be more specific, three general elements forming approach-based evaluation criteria are presented as – behaviorist, explicit learning and acquisition. Addressing correct criteria is important because it will allow the coursework to flow in positive conditions (e.g. error correction). Hubbard (1988) listed the criteria for the evaluation of explicit learning approaches: 1) Meaning before form 2) Well developed helpful content to support learners in finding the right answers 3) Accepts substitution answers in context 4) Provide acceptable reasons for both correct choices/answers and incorrect choices/answers Apart from the above mentioned linguistic and learning assumptions, the evaluator needs to find the proper way of operating the computer as a “delivery system (pp. 62)”. The next part will cover learner fit as an evaluation criteria. 3.3 Learner fit The last, but certainly not the least, foremost evaluation criterion is learner fit. Learner fit is related to most of the things that are related to learners, by which Richards and Rodgers (1986) presented as design. When evaluating software, the evaluator would keep a certain group of learners to make the evaluation worthwhile and practical. In this case, it is easier to evaluate in depth if evaluators are confident with the learners. This is called learner variables, which includes learning style, classroom management and linguistic objectives (Ducate & Arnold, 2006). Learning style involves analyzing the method to use in web sites to make the teaching effective. Style can be varying to learners according to their own preference, personality or experience. Some might be passive learners while others are active learners. Classroom management evaluation includes how instructors will be using the software. It may be used in group work, as a whole class activity or as individuals. Linguistic objectives is considering the linguistic goal of both software and learners. This criterion involves each element that is combined together in order to enhance certain skills such as listening, reading, speaking and writing. The elements can be discourse, syntax, lexis or phonology. For instance, a functional syllabus should be composed with “how to survive …?” lessons, but may also focus on the lower level of learners to learn by offering lexical lessons. These elements were specified in more detail in Hubbard’s work by age, mother tongue, proficiency level, gender, learner needs and learner interests. The aforementioned three elements of learning style, classroom management and linguistic objectives are closely related to language difficulty and program difficulty. Hubbard proposed categorization by four dimensions in language difficulty known as variety, transparency, familiarity and length. Apparently, text, which has less variety, shorter length, high transparency and more familiarity will be easier to read. The summary of learner fit criteria is shown as below Figure 3. 4. Implication In the previous section, I attempted to analyze some of Hubbard’s evaluation criteria, which will be used in the following web site evaluation. In this section, the paper will cover the implication of the evaluation for the web site of http://learnenglish.britishcouncil.org/en/ . First, general features of the web site will be presented. Then, it will be followed by evaluating using teacher fit and learner fit criteria. 4.1 General (operation) features of British Council English Learning web site First, this paper will focus on general operation features of the British Council web site. Basically, the web site starts from http://learnenglish.britishcouncil.org/en/, with sub web sites for both teachers and students. Some features of the sub web sites are as follow: http://learnenglishkids.britishcouncil.org/ - web site for young learners with advice for the instructors. http://premierskills.britishcouncil.org/ - teaching English with football. http://www.teachingenglish.org.uk/ - web site for teachers to give learners instructions. In this paper, the main web site of British Council will be evaluated with chosen evaluation criteria, which were presented in previous section. When one first goes on to the web page, there are welcoming words at the left hand side as seen in Figure 4. Having a simple layout, when learners click on the green colored words, it will direct the learners to the related page or program. It has a clear structure of language and provides the user with vivid videos and clear sounds. The web site runs thoroughly without requiring additional programs to download and everyone has free access to the web site, making this web-based language learning page highly accessible. It runs in reasonable speed while only requiring basic skills of clicking the mouse or typing letters. When learners type in letters, it is case sensitive (it takes it as a wrong answer if the first word of the sentence is not capitalized) (Hubbard, 1988). Several misspelled words on the web site were found, though some had been modified through feedback from users, but some still remained misspelled. This might give users quite a negative impression of the free web site (they may think it happens since it is free and not much enough attention was paid in the creation of the web site). Feedback was counted as a big consideration for the web site as they had someone to read all the comments and reply when needed. Control was mostly done by the program since learners are not able to skip the activities and finish (cannot leave it as a blank), although learners can choose the order of doing activities (they can skip a question and answer another one, but the answer should still be filled to get the feedback from the software). It has printer-friendly versions, send it to friend icon and they also provide sharing services by using Facebook or Twitter. General features of the web site are shown as follows: No need to install, easy to use and reasonable speed Reliable operation with good compatibility Effective use of graphics and speech synthesis 4.2 Teacher fit The web site includes learning English culture with other cultural background information to help learners enhance their communication skills in a social context (Schumann, 1978). Also, there are contents to teach listening through stories, poems, magazines and cooking activities (How to cook ?). It will help learners to facilitate their cultural interest and functions of language through these pages (Cameron, 2000; Zakaria et al., 2004). However, this does not seem to always be the case because in the word and grammar sections, a word game called Wordshake is a game using nine letters to produce a word with meaning (see appendix 1.). This seemed effective (M.A. TEFL class students in University of Leeds kept playing it over and over, finding it amusing) at first glance, but there are little doubts about the limitation of the chance of learning new words since it only works as reviewing existing knowledge. Through various types of activities, web site designers attempted to give learners exposure to an authentic language. This can motivate learners who do not have physical access to target language groups (Zhao, 1996). There is a section called ‘Big City Small World’ that mainly is a speaking activity from English bilingual speakers with several different cultural backgrounds. This has a preparation activity before listening, with three more following tasks. This can be seen as task-based learning with pre-task, task and comprehension checks while focusing generally on language itself. When learners play games, watch videos or do tasks, there is an instruction icon that users can click and it usually gives learners the method of completing the activity. However, the system is not as intelligent as expected since, although it would consider capitalization of each word, typing it would not be able to give detailed instructions about their answers or take synonyms as a correct answer. The characteristics of the web site in the view of teacher fit criteria are summarized as blow: Includes cultural backgrounds in social context Includes authentic languages Main activities follow framework of task-based syllabus 4.3 Learner fit When instructors choose software for the class, they would think about the need of the learners. To figure out learners’ needs, it is useful if the learner variables are considered. The British Council web site offers a variety of software so that learners can choose their studying materials according to their interests (Hubbard, 1988). Although instructors are not able to modify the actual program, if they use the software selectively (vocabulary tasks for pre-teaching and video and audio for presenting the lesson), it will make the teaching fruitful. Students will enjoy the web site of what language level they are accounted for, therefore instructors can expect learners to be active. Many of the contents involve British cultures in terms of accents, food and words; it will be more suitable to students who are planning to come to the United Kingdom for future studies or for those who have a special interest in British culture, like sports. For example, one of my friends who especially likes football came to the United Kingdom to study sports management. Therefore, games like ‘Tennis’ or ‘Beat the keeper’ (a football game) will motivate them to play and have fun while studying. Low level learners can benefit from short stories and games since it provides excitement and interesting sources to learners. Intermediate level learners (both lower and upper intermediate learners) can also benefit through grammar exercises and more complicated games or jokes (Zhao, 1996). Especially Asian learners, who are trying to find a job after their college graduation, can benefit from contents related to business such as professional podcasts, ‘You’re Hired’ and business magazines. Professional podcast and business magazines consist of articles that can help learners enhance language required for the job while ‘You’re Hired’ is composed of several episodes by offering videos of procedures that people go through before they ‘get hired’. It will work out very well with students who are visual learners by stimulating them through vivid animation. However, the scoring system is problematic. The game called Recycling is one of the word games involving putting rubbish in correct recycle bins. For instance, newspaper goes in the paper bin and the coffee jar goes in the glass bin. Every time when it was played, although I got it all right, it kept giving the score of 64, which will demotivate the learners. It seems that there have been mechanical problems since it did begin to give you a score of 100% after a few days. It is worth it to keep an eye on the system so that nothing causes trouble. Also, limited level exercises could have led learners to feel bored. If the exercises differ in difficulty of levels and if it can work more intelligent, it will better stimulate the learners. For example, if student ‘A’ answers question 1 correct, they can jump on to more difficult questions rather than already set questions. The evaluation details of suitability using learner fit as criteria are briefly summarized as follows: Suitable for all levels of learners Learners with special interest in British culture will benefit from it EFL (English as a foreign language) learners Would motivate learners to be more active 5. Conclusion Throughout the paper, I attempted to present the criteria for CALL evaluation and had evaluated a web-based language learning web site according to the criteria. This was crucial since a number of internet users of language learners and instructors are growing enormously. Although it is very crucial to have proper evaluation of these learning materials, not much of it was done by researchers (Yang & Akahori, 1999). The British Council Language Learning web site was easy to use with good accessibility and a clear layout. It had cultural information with authentic languages in a social context, which will enhance learners to become communicative (Schumann, 1978). By using attractive tasks, all levels of EFL learners, especially who have interest in British culture, will be able to enjoy it and become active with learning. To sum everything up, as described above, proper use of web-based language learning will help non-native language teachers and motivate learners (Levy, 1997; Osuna & Meskill, 1998). Read More