|
Evaluating Language Learning Software
This guide focuses on the practicality of a software title based on its value to users in more general terms.
Technical considerations
Platform. What operating system will the software run on, Windows, Macintosh, Linux? Which version of each of these: Windows 95, 98, ME, NT, 2000, XP, etc.; Macintosh OS 7.x, 8.x, 9.x, OS X, etc.?
Hardware. What are the hardware requirements for the computers?
- processor type and speed (in Mhz or Ghz)
- hard drive space needed
- memory (RAM)
- network (Ethernet—10Mb/s, 100Mb/s, or 1,000Mb/s)
- CD, DVD, or floppy drive
- special or high-performance video card or sound card
- speakers, headset, or microphone
Installation. What technical expertise is required of the person installing, configuring, and supporting it?
Compatibility. What upgrades to the existing hardware, system software, or network configuration is required? What impact will this have on the use of existing programs?
Content
Level: Is the level of the material appropriate for the users’ levels? Is there a range of levels possible? Is the language used in the instructions and reference material consistent with the level of the exercises?
Skills. What particular skills does the program exercise?
Activities. Is the program interactive enough to maintain student interest, such as with a variety of exercise and quiz types, or is it primarily a one-way flow of pedantic information, such as in reference material?
Methodology: Does it follow a particular language teaching method, such as audio-lingual, communicative, natural?
Culture. Is cultural information (history, literature, arts, pop-culture) included in the content? Does the program make any cultural assumptions about the context of its use or the background of its user? Would any of these be offensive or inappropriate to the intended users?
Usability
Ease of use: Do faculty and students need to be trained in the use of the software or is it more straightforward and self-explanatory?
Interface. How intuitive is the interface design? Does it use common symbols for functional icons?
Navigation. Are there navigation tools on every screen or quick access to the main menu?
Feedback: If it offers instant feedback to questions, does the student have a second chance to get the question right instead of getting an instant “right” or “wrong”?
Score access: Do students have access to their scores on test portions and can they be saved to turn into the teacher?
Workbooks. Can students pause their work and resume it later, such as through saving their progress in a workbook file?
Reference. Is context-sensitive reference material linked to the exercises (material specifically related to the grammar point of the question)?
User
Profile. Is the program designed for a specific user profile? Does it match your students closely enough? Can it be used by pairs or small groups? Consider:
- age
- gender
- native language
- education
- environment (foreign language, second language, language for specific purposes)
- interests
- computer experience and skills
Teachers: Does the program reflect teacher preferences for software?
Mode of use: Will it be used for classes, self-access, or both?
Cost
Licenses. How many computers will the software run on? Unless otherwise stated, software is sold with a license to be legitimately installed on only one computer. Multiple-use licenses include “lab packs,” a network license, and a site license.
Upgrades. Is this software version the most recent? Does this purchase entitle you to free or reduced-price upgrades in the future?
Meeting requirements. Does the software require upgrades to the existing system software used on the computers or the hardware they are currently configured with?
John de Szendeffy : http://www.bu.edu/celop/mll/
|
|
|
|
© Copyright 2007 You Learn Online | All Rights Reserved
|
