Views: 2,741
Arab World English Journal (AWEJ) Special Issue on CALL Number 10. July 2024 Pp.105-117
Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia
Department of Foreign Languages, College of Arts and Humanities, Jazan University, Saudi Arabia
In language teaching and learning domains, evaluation plays a prominent role in visualizing the scope of progress and achievements. Therefore, evaluation occurs constantly in all teaching aspects (materials, content, pedagogical practices, and other related issues). However, evaluating materials remains complex owing to their distinctiveness. This complexity is attributed to the excessive application of Web-based resources in teaching and learning settings to create authentic learning opportunities. Consequently, evaluating materials’ suitability requires guidance and practical frameworks that constitute common ground for evaluation. As technology offers a tremendous solution to a particular learning/ teaching context, including Computer-Assisted Language Dedicated Apps, the question of how these apps fit into specific teaching/learning contexts remains controversial. However, the evaluation frameworks that Hubbard, Chapelle, Richards, and Rodgers developed have paved the way for more effective evaluation of CALL resources and applications. In light of this, the study attempts to take part in revealing the myth of CDAPPS evaluation by adopting the conceptual research methodology in association with a systematic review of the previous models for evaluating Computer-Assisted Language Learning Dedicated Applications where a conceptual and principled framework entitled Mudawe and Maslamani Framework is proposed. The proposed framework embraces four levels of analysis for evaluation: Learner/user fit, language professional Fit, Technology fit, and institutional administrators Fit. Each consideration contains several criteria associated with the main level of the analysis that can be used through judgmental or empirical evaluation.
Mudawe, O. M.N., & Maslamani, J. A. (2024). A Conceptual Framework for Evaluating Computer-Assisted Language Learning-Dedicated Applications. Arab World English Journal (AWEJ) Special Issue on CALL (10). 105-117
Beatty, K. (2010). Teaching and researching: Computer-assisted language learning (2nd ed.). London: Pearson Education Limited.
Burston, J. (2003). Software selection: A primer on sources and evaluation. CALICO Journal, 21(1), 29–40.
Burston, J. (2014). The reality of MALL: Still on the fringes. CALICO Journal, 31(1), 103– 125. https://doi.org/10.11139/cj.31.1.103-125
Chapelle, C. (2003). English language learning and technology. Amsterdam, Philadelphia: John Benjamins Publishing Company
Chapelle, C. (2010). The spread of computer-assisted language learning. Language Teaching, 43(1), 66–74.
Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
Chen, X. (2016). Evaluating Language-learning Mobile Apps for Second-language Learners
Healy, D. (2009). A Place to Start in Selecting Software. The University of Oregon and Norman Johnson, Lane Community College. Retrieved March 4, 2023, from https://www.deborahhealey.com/cj_software_selection.html
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., Jemni, M., & Burgos, D. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University
Hubbard, P. (1988). An integrated framework for CALL Courseware evaluation” CALICO Journal, 6(2), 51-74
Hubbard, P. (2006). Evaluating CALL software. In L. Ducate and N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 313–338). CALICO
Hubbard, P. (2011). Evaluation of courseware and websites. In L. Ducate & N. Arnold (Eds.), Present and future promises of CALL: From theory and research to new directions in foreign language teaching (pp. 407–440). San Marcos, TX: CALICO.
Hubbard, P. (2021). An Invitation to CALL: Foundations of Computer-Assisted Language Learning. Asia-Pacific Association for Computer-Assisted Language Learning (APACALL). www.apacall.org
Hubbard, P., & Bradin Siskin, C. (2004). Another look at tutorial CALL. ReCALL, 16 (2), 448–461.
Johnson, D. M. (1992). Approaches to research in second language learning. New York: Longman.
Leakey, J. (2011). Evaluating computer-assisted language learning: An integrated approach to effectiveness research in CALL. Bern, Switzerland: Peter Lang Publishing. Journal of Educational Technology Development and Exchange, 9(2), 39–51.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford.
McMurry, B. L., Hartshorn, K. J., Anderson, N. J., Williams, D. D., Rich, P. J., & West, R. E. (2016, August). An Evaluation Framework for CALL. Retrieved March 16, 2023, from https://tesl-ej.org/wordpress/issues/volume20/ej78/ej78a1/
Phillips, M. (1985). Logical possibilities and classroom scenarios for the development of CALL. In C. Brumfit, M. Phillips, and P. Skehan 23 (Eds.), Computers in English language teaching: A view for the classroom (pp. 25–46). Pergamon.
Reinders, H., & Pegrum, M. (2016). Supporting language learning on the move. SLA research and materials development for language learning, 219
Richards, J., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2) 153-168
Rogers, E. & K. Weatherby, (2021). Developing Little Bridge as an evidence-informed English language learning platform for 6–12-year-olds. Research for All 5(1), 51–66. UCLPress. https://doi.org/10.14324/RFA.05.1.06
Rosell-Aguilar, F. (2009). Podcasting for language learning: Re-examining the potential. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 13–34). San Marcos, TX: Calico
Susser, B. (2001). ‘The defense of checklists for courseware evaluation.’ ReCALL, 13 (2), 261–276.
Sweeney, P., & Moore, C. (2012). Mobile apps for learning vocabulary: Categories, evaluation and design criteria for teachers and developers. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2(4), 1–16. https://doi.org/10.4018/ ijcallt.2012100101
Tao, J., Ferrão, S., Vitória, F. & R.F. Silva (2020). Gamification for Technology-Enhanced Language Learning (TELL) – Success factors of gamified language learning platform design. Revista Iberoamericana de Informática Educativa, 31, 54-68.
Vemula, R.K. (2020). Mobile Assisted Language Learning. Anveshana’s International Journal Of Research In Education, Literature, Psychology And Library Sciences, 4(5), 36–39.
Worden, R. (2021). A Theory of Language Learning. Cornell University. Zhang, X. (2019). Memrise. CALICO Journal, 36(2), 152–161. doi:10.1558/cj.37857
Dr. Osama Mudawe Nurain Mudawe is an assistant professor at Jazan University in the Department of Foreign Languages. He teaches postgraduate and graduate courses related to applied linguistics and linguistics. His main research interests include using technology to enhance language development, Technology and Second language Acquisition, and Technology-Aided Translation (CAT). ORCID ID: https://orcid.org/0000-0001-7008-1019
Dr. Jaber Ali Maslamani is a faculty member of Applied Linguistics in the Department of Foreign Languages, Faculty of Arts & Humanities, Jazan University, Saudi Arabia. He got his PhD in Educational & Applied Linguistics from Newcastle University, UK. His research interests include Computer-Assisted Language Learning and language acquisition, discourse analysis, and pragmatics. ORCID ID: https://orcid.org/0009-0008-8077-9144