An Integrated Approach to Effectiveness Research in CALL
Chapter 4 - A model for evaluating CALL. Part 1: CALL enhancement criteria 73
Chapter 4 A model for evaluating CALL Part 1: CALL enhancement criteria Introduction to the model for evaluation The lessons learned from the CALL and CAL literature and the Case Studies yielded a prototype (MFE1) which is outlined and anticipated in Figure 4.1 and justified theoretically, and in the light of a review of the relevant literature, in the remainder of this chapter. Those wishing to see the presentation and explanation of the final complete model (MFE2) assembled in the light of lessons learned while conducing the Case Stud- ies, as well as a complete set of evaluative checklists, may skip to the final chapter (Chapter 9). The Case Studies are included to demonstrate how various aspects of the model for evaluation were applied to the Three Ps and trialled in real-life educational settings. There are essentially two routes through the evaluative process, as sug- gested in the conclusion to the previous chapter: a judgmental appraisal of the twelve CALL enhancement criteria in a given unit of CALL teach- ing, and the empirical (qualitative and quantitative) evaluation of that unit through the prism of one, two or all three of the Three Ps (platforms, programs, pedagogy). Using the twelve CALL Enhancement Criteria as a starting point for any CALL evaluation should help to clarify the scope and angle of approach to a planned judgmental and/or empirical enquiry, and help inform the direction and progression of future evaluative studies. The Qualitative and Quantitative Measures route then outlines the pre- cise methodological...
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