&lt;b&gt;Elaboration and validation of an ESL/EFL software evaluation instrument&lt;/b&gt;&lt;br&gt;DOI:10.5007/2175-8026.2011n60p305

Borges, Vládia Maria Cabral

doi:10.5007/2175-8026.2011n60p305

Cited by 1 publication

(3 citation statements)

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“…In order to assess the extent to which Computer Assisted Language Learning software programs develop ESL/EFL skills according to: a) the Communicative Language Teaching principles, and b) an interactive approach to computer use for language learning, a validated evaluation instrument was used (Borges, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…In order to analyze the selected software programs, a validated ESL/EFL software evaluation instrument was used (Borges, 2011). The instrument is divided into two parts: 1.The "Descriptive Analysis", which describes the technical and pedagogical orientation of the software programs based on the documentation; 2.…”

Section: Evaluation Instrumentmentioning

confidence: 99%

“…Because this research is concerned with criteria for the evaluation of CALL software programs designed for ESL/EFL learning, it has used a validated evaluation instrument that encompassed the principles of Communicative Language Teaching and an interactive approach to computer use for language learning (Borges, 2011) Traditionally, much research on CALL (Light, 1993;Light, & Mevarech, 1992;McLoughlin, & Oliver, 1998) has focused on whether or not students learn better with a computer, and whether or not second/foreign language skills can be developed by a software program. The question now is no longer whether or not computers should be used to teach and learn language.…”

Section: Introductionmentioning

confidence: 99%

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Are ESL/EFL Software Programs Effective for Language Learning?

Borges

2014

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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This study investigated the extent to which ESL/EFL software programs on the market develop language skills. A software evaluation instrument was used to evaluate fifteen ESL/ EFL software programs for the technological, pedagogical and individualization features that would account for the incorporation of Communicative Language Teaching (CLT) principles and an interactive approach to computer use in language teaching. Results indicated that only three programs incorporated more than 75% of the technological features, four programs incorporated more than 70% of the pedagogical features, and only one program contained more than 70% of the features that allow for individualization of instruction. Overall, only two programs incorporated more than 70% of all analyzed features. The analysis of the programs provided evidence that the differentiating factor in ESL software programs lies not only in their pedagogical orientation, but also in how they incorporate CLT principles and an interactive approach to computer use into their design. 20Vládia M. C. Borges, Are ESL/EFL software programs...

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Section: Methodsmentioning

confidence: 99%

Section: Evaluation Instrumentmentioning

confidence: 99%