<i>A defense of checklists for courseware evaluation</i>

Susser, Bernard

doi:10.1017/s0958344001001021a

Cited by 19 publications

(17 citation statements)

References 39 publications

(24 reference statements)

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“…The idea that research can inform general professional knowledge is itself controversial. In explaining arguments against "checklists" for evaluating language learning software, for example, Susser (2001) cites the argument that evaluation is too context specific to be left to a general check list. The argument, which he does not agree with, suggests that knowledge about language learning and teaching needs is very specific to a particular setting and may therefore not be something that is amenable to development as a professional body of knowledge.…”

Section: General Vs Specific Knowledgementioning

confidence: 99%

English Language Learning and Technology

Chapelle

2003

Language Learning &Amp; Language Teaching

298

109

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The LL< monograph series publishes monographs as well as edited volumes on applied and methodological issues in the field of language pedagogy. The focus of the series is on subjects such as classroom discourse and interaction; language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and teaching performance; learning trajectories in second language acquisition; and written language learning in educational settings. Volume 7English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology by Carol A. Chapelle English Language Learning and TechnologyLectures on applied linguistics in the age of information and communication technology 2003055680 8 TM The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences -Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data Chapelle, Carol English Language Learning and Technology : lectures on applied linguistics in the age of information and communication technology / Carol A. Chapelle. p. cm. (Language Learning & Language Teaching, issn 1569-9471 ; v. 7) Includes bibliographical references and index. 1. English language--Study and teaching--Foreign speakers. 2. English Language--Study and teaching--Technology innovations. 3. English teachers--Training of.4. Educational technology. 5. Information technology. I. Title. II. Series. 2003055680 PE1128.A2C444 2003 428' .0071-dc21 isbn 978 90 272 1703 5 (EUR) / 978 1 58811 447 1 (Us) (Hb ; alk. paper) isbn 978 90 272 1704 2 (EUR) / 978 1 58811 448 8 (Us) (Pb ; alk. paper) isbn 978 90 272 9595 8 (Eb)

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Section: General Vs Specific Knowledgementioning

confidence: 99%

English Language Learning and Technology

Chapelle

2003

Language Learning &Amp; Language Teaching

298

109

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“…Susser (2001) examines the main objections to the use of checklists one by one, explaining either that the criticism is unjustified or that it applies equally to any form of courseware evaluation. The usage of checklists brings an ease of performing, collecting, processing, and maintaining evaluations (Bednarik et al 2004).…”

Section: Educational Software Selectionmentioning

confidence: 99%

Selecting software tools for IS/IT curricula

Parker

2010

Educ Inf Technol

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The evaluation and selection of software tools for use in an IS or IT curriculum is difficult not only because actual industry software tools are often used but also because there is no formal approach to guide the process. How does one choose between SQL Server and MySQL, or Dreamweaver and Expression Studio? IS and IT educators must periodically go through the process of assessing the most suitable tools for their courses. Given how common such decisions are and how frequently they must be made, it is surprising to find that there is a lack of literature that deals with comparative studies of software tools for higher education. This paper proposes a set of criteria for the selection of software tools for IS and IT programs, explains how multi-criteria decision analysis can be used to weight those criteria, and details an approach for the application of those weighted criteria. The proposed approach is structured and replicable, and allows for a more thorough evaluation of the available options and a more easily supportable selection.

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“…(2) Evaluating the selection and implementation of CALL software Although many other frameworks for evaluation of CALL software have been proposed (Hubbard, 1988(Hubbard, , 2006Susser, 2001;Burston, 2003), the framework given in Table I is based on our research focusing on the use of software from the students' perspective. The questions in the framework were created to parallel principles A-G presented above.…”

mentioning

confidence: 99%

Successful Use of CALL Software: An Investigation from the User's Perspective

Scagnoli

Yontz

Choo

2014

E-Learning and Digital Media

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This study explores the use and implementation of computer-assisted language learning (CALL) software in graduate professional education. The investigation looked into self-reported information on graduate students' use of ESL (English as a Second Language) software to improve language skills and their competencies in professional English communication. Both qualitative and quantitative data provide findings regarding students' use of and satisfaction with the software and perceived learning outcomes. The results suggest principles for effective use of CALL software in ESL classrooms and a framework for evaluating software from the students' perspectives. The research has implications for using CALL software in language teaching and suggests principles that inform software implementation and development.As computer-assisted language learning (CALL) software improves, it offers language teachers the tools to develop materials, create different types of assignments, and assess students' work online in order to provide language learners with more chances to enhance language learning and practice. However, it is challenging for most ESL (English as a Second Language) teachers to evaluate CALL software effectively. Unlike ESL textbooks, which provide a clear overview of organizational structure and content, CALL software is idiosyncratic in structure, making it more difficult to evaluate (Hubbard, 2006). Moreover, instructors may not have access to full versions of the software before adopting it. In addition, language teachers' inexperience with technology may limit their ability to operate and fully evaluate a specific application.For the last 40 years, the use of CALL software for language teaching and learning has motivated studies that closely examine the selection and implementation of software. Models for evaluation have been proposed

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A defense of checklists for courseware evaluation

Cited by 19 publications

References 39 publications

English Language Learning and Technology

English Language Learning and Technology

Selecting software tools for IS/IT curricula

Successful Use of CALL Software: An Investigation from the User's Perspective

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