Evaluation of a Web-based language learning environment: the importance of a user-centred design approach for CALL

Abstract

This paper presents a twelve-month evaluation of a Web-based CALL Project at London Guildhall University, highlighting its rationale and objectives within the design process, the adopted methodology and its findings, shedding further light on students’ attitudes regarding CALL design, multimedia delivery and language learning practices. The evaluated CALL environment, stemming from previously identified user requirements, combines both hypertext navigation with Java-written interactive CALL exercises and provides a built-in authoring mode for increased adaptability. Techniques used involved peer evaluation and discussions in the formative stages of the design as well as user walkthroughs, questionnaires and workshops in the summative phase of the process. Data related to requirements and feedback are presented, emphasising the user-centred approach and its integration within the design process itself. Finally, changes brought about by the evaluation are shown to illustrate the influence and impact the research undertaken has had on the original concepts and the design.

Intercultural usability of language learning websites

“…Intercultural usability, on the other hand, explores intercultural aspects of language learning websites to assess their values in language learning. In CALL, usability issues have been addressed mainly in terms of evaluation criteria (e.g., Son, 2005;Yang & Chan, 2008) and have been commonly discussed in relation to user expectations and user experiences (e.g., Felix, 2002;Hémard & Cushion, 2001;Liu, Traphagan, Huh, Koh, Choi, & McGregor, 2008). The term 'usability' has been directly used only in a few studies.…”

Enhancing online CALL design: The case for evaluation

“…The only information specifically related to the students' interaction in their context of use, originated from a previous evaluation conducted in 2000 (Hémard & Cushion, 2001) and anecdotal evidence from regular observations and was either in need of being updated or largely inconclusive.…”

Sharing Systems, Sharing Language: Designing and Working in a Virtual Department

“…This meant that, instead of developing a system and testing it later with end users, the users were partners in the development from the beginning. Hémard and Cushion (2001) and Hinostroza and Mellar (2001) have shown that such an approach can be useful in developing learning materials and systems. The teachers and learning technologists collaborated on both language learning materials and on design of the working environment.…”

“…A prototype can also be a useful communication tool: it can help resolve 3 P P This goes somewhat counter to a traditional difficulty in computer-aided language learning (CALL): motivating teachers to produce their own learning materials (Hémard and Cushion, 2001). …”

“…Teachers of other languages might be encouraged by the practical benefits of collaboration: the Danish teachers involved in this project found that their investment of time in developing new resources was recouped by the ability to share and re-use their colleagues' resources. The project may provide a model for CALL more generally, including as it does the approaches outlined by Hémard and Cushion (2001): involving learners and teachers in the design process, obtaining qualitative and quantitative data on the system in use, and encouraging staff to produce their own authentic materials.…”