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Evaluating Computer-Assisted Language Learning

An Integrated Approach to Effectiveness Research in CALL

Jonathan Leakey

Schools, colleges and universities are investing a great deal in the purchase of computer resources for the teaching of modern languages, but whether these resources make a measurable difference to the learning of language students is still unclear. In this book the author outlines the existing evidence for the impact of computers on language learning and makes the case for an integrated approach to the evaluation of computer-assisted language learning (CALL). Drawing on current and past research linked to CALL and e-learning, the author builds a comprehensive model for evaluating not just the software used in language learning, but also the teaching and learning that takes place in computer-based environments, and the digital platforms themselves. This book will be of interest not only to language teachers and CALL researchers, but also to those interested in e-learning and general research methodology, as well as designers of educational software, digital labs, virtual learning environments (VLEs) and institutional budget holders.

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List of Tables ix

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List of Tables Table 1.1 Levels of analysis for CALL evaluation 13 Table 2.1 Chapelle’s six criteria for CALL task appropriateness 48 Table 4.1 Chapelle’s criteria for evaluating the qualities of ‘test usefulness’ 78 Table 4.2 Chapelle’s six criteria for evaluation of CALL task appropriateness 80 Table 4.3 Additional six principles for evaluating CALL enhancement 81 Table 4.4 Tally chart of exercises mapping the twelve CALL Enhancement Criteria 83 Table 4.5 Mapping the University of Ulster/LLAS (Toner et al. 2007) survey questions 84 Table 4.6 Mapping the Melissi Digital Classroom performance indicators 86–87 Table 4.7 Mapping of Ingraham and Emery’s (1991) evaluative headings 90–91 Table 4.8 Mapping of Hubbard’s (1988) evaluative headings 93 Table 4.9 Ellis’s ‘Framework for investigating L2 acquisition’ 95 Table 4.10 Mapping of Ellis’s framework for investigating SLA 99 Table 4.11 Mapping of Dunkel’s (1991) evaluative headings 106–107 Table 4.12 Mapping of Robinson et al.’s (1984) evaluative headings 111 Table 4.13 A mapping of Mehanna’s pedagogical clusters 112–113 Table 5.1 Checklist to enable the mapping of quantitative and qualitative measures 121–122 Table 5.2 Research Design Criteria checklist for MFE1 125–126 Table 5.3 Proto-typical (MFE1) version of the checklist for data collection methods 126 Table 5.4 Validity assessment criteria for MFE1 drawing 127 x List of Tables Table 6.1 Platform-judging considerations linked to the CALL Enhancement Criteria 136–137 Table 6.2 Comparison of three digital platforms 142–143 Table 6.3 MFE1 table mapping Robotel functionality against Ingraham and Emery (1991) 150–151...

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