Designing a Workable Framework for Evaluating Distance Language Instruction

Abstract

Teaching foreign languages at distance is now becoming widespread; so is the need for evaluating online language courses. This article discusses an example of a framework that was applied to evaluate an online English as a foreign language (EFL) course at a Middle Eastern university. The development of the framework investigated areas of interest specific to the given school context: level of student engagement, student perceptions, and learning outcomes. This case study followed a mixed method design. Accordingly, the data discussed are both qualitative and quantitative.

The distance learning of foreign languages: A research agenda

“…A prevalent focus of early research in DLT was course design and development, including stages, processes, and logistical and institutional factors, as well as course evaluation. While ongoing research has led to a framework for the evaluation of distance language courses (Madyarov 2009), the focus of research activity has by and large shifted from course design to task design, and in particular to task design for a range of online tools and learning events (e.g. Rosell-Aguilar 2005; Hauck & Youngs 2008; Berglund 2009).…”

“…The nature and scope of research into distance language learning (DLL) has opened up quite markedly since the publication of my state-of-the-art article (White 2006), with expanding research trajectories in multimodality, learner contributions and teacher training, and the development of further theoretical and pedagogical frameworks. The field has seen the development of empirically-based models for the evaluation of both distance language programs (Madyarov 2009) and of synchronous learning management systems (Wang & Chen 2009); new theoretical models of DLL have also been developed (Andrade & Bunker 2009; Bertin, Grave & Narcy-Combes 2010; Lamy 2013), as have frameworks for teaching skills required in synchronous online environments (Guichon 2009) and for the design of online assessment (Wang & Chen 2013). Importantly, too, critical overviews of empirical research (Blake 2007, 2009, 2011, 2013; Vorobel & Kim 2012; Lamy 2013) have been proposed, together with the incorporation of distance learning as a theme in broader review articles on CALL and language for specific purposes (Lafford 2009; Levy 2009; Arnó-Macià 2012; Grgurović, Chapelle & Shelley 2013).…”

Mapping the landscape of computer-assisted language learning: an inventory of research

“…. Evaluate this material with respect to its linguistic and interactional features or with respect to its effectiveness in improving learning outcomes (Kissau et al, 2010;Madyarov, 2009). Studies included in this category emphasize the development of instructional material with the use of technology rather than on the development of a specific language competence.…”