Usability Tests in CALL Development: Pilot Studies in the Context of the Dire autrement and Francotoile Projects

Hamel, Marie-Josée; Caws, Catherine

doi:10.11139/cj.27.3.491-504

Cited by 23 publications

(16 citation statements)

References 11 publications

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“…The small number of subjects, while justified by the extent of the data collected, shed some degree of uncertainty upon our results; however, when compared to previous studies (e.g., Caws, 2009;Hamel & Caws, 2010), it also revealed some common threads. In addition, the analysis of individual navigation patterns within the tool added strength to the study and thus provided positive implications in the field of educational ergonomics.…”

Section: Conclusion and Further Discussioncontrasting

confidence: 46%

Evaluating a web-based video corpus through an analysis of user interactions

Caws

2013

ReCALL

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As shown by several studies, successful integration of technology in language learning requires a holistic approach in order to scientifically understand what learners do when working with webbased technology (cf. Raby, 2007). Additionally, a growing body of research in computer assisted language learning (CALL) evaluation, design and development, has indicated that analysis of learners' behaviours is an essential element to implementing high-quality technology (e.g., Chapelle, 2001;Levy & Stockwell, 2006). Hence, carefully evaluating the effectiveness of CALL by collecting empirical data on user interactions while focusing on the process of learning is integral to a holistic understanding of students' behaviours (e.g. Felix, 2005;He´mard, 2006). This article examines a design-based research that seeks to analyse and understand the dynamics of user interactions with a specific web-based CALL tool in the context of a French as a second language (FSL) course. To this end, we present a sample of results based on an analysis of specific tasks carried out with this CALL tool that is designed in part to encourage students' integration of critical and electronic literacies. By way of conclusion, we identify the steps that are necessary to enhance this particular CALL system and help users better achieve their learning goals. In particular, we explain the process of recycling our results in the next design phase of the CALL tool in a continuous improvement effort.

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Section: Conclusion and Further Discussioncontrasting

confidence: 46%

Evaluating a web-based video corpus through an analysis of user interactions

Caws

2013

ReCALL

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“…Video tutorials posted on YouTube to teach users how to navigate a specific computer program are a good example of screencasting technology. Increasingly popular with software developers, gamers, and information technology specialists, this technology has been explored by educators together with the potential that lies in producing audiovisual records of students' and/or instructors' actions and processes as they complete various language-related tasks on computers (Hamel & Caws, 2010;Mathisen, 2012;Park & Kinginger, 2010).…”

Section: What Is Screencasting?mentioning

confidence: 99%

Show me! Enhanced Feedback Through Screencasting Technology

Séror¹

2013

TESL

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“…chats, discussion forums, blogs) which target interaction that does not result in any formal written production. The emphasis on the written language is further extended in ten studies that target reading comprehension of online texts [12,15,16,18,20,28,30,33,34,37].…”

Section: Written Languagementioning

confidence: 99%

The contribution of CALL to advanced-levelforeign/second language instruction

Burston¹,

Arispe²

2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals (CALICO, CALL, LL&T, ReCALL), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited.

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Usability Tests in CALL Development: Pilot Studies in the Context of the Dire autrement and Francotoile Projects

Cited by 23 publications

References 11 publications

Evaluating a web-based video corpus through an analysis of user interactions

Evaluating a web-based video corpus through an analysis of user interactions

Show me! Enhanced Feedback Through Screencasting Technology

The contribution of CALL to advanced-levelforeign/second language instruction

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