Implementation of Call Evaluation Checklis1

Implementation of CALL Evaluation Checklist
Scenario and Values

Scenario
The scenario in this evaluation is a college ESL program for international students who
intend to enter universities in the United States. Students are adults from various countries with
diverse native language and culture background. Their English language proficiency ranges from
low-intermediate level to high-intermediate level whilst their computer application skills are
advanced. Most students have just graduated high school and the rest of them hold a few
bachelors degree in different disciplines.
Table 1
Characteristics of ESL Students
Characteristics
Descriptions
Age
Ranges from 18 to 26
Education level
Mostly high school degree from home country. The rest of them
hold bachelors degree from home country in science, business,
Native languages
and arts fields

Arabic, Chinese, Farsi, Japanese, Spanish, Portuguese, French,
Thai, German
Purpose for learning English
To meet the requirements of entering universities in the United

States
Computer skills
Advanced
Proficiency levels
Ranges from low-intermediate level to high-intermediate level
Values
Most of my values of teaching ESL are more aligned with constructivism whilst some of
them fall under the cognitivism continuum. The values reflected in this evaluation
implementation are:
a)
b)
c)
d)
e)
f)
g)
Offers interactiveness
Provides authentic materials
Scaffolds construction of knowledge
Provides repetition of knowledge in various context genres
Connects the content and real-world environment schematically
Provides opportunities for collaboration
Uses diverse perspectives to present knowledge to learners
Relevance of CALL Programs

The CALL software/websites I evaluated for this project (see Appendix 1) were chosen
for the following reasons: practicality, appropriateness, accessibility, and relevance to my values.
Practicality is the most important criteria while u am choosing the websites or software because
the time given for language learning is limited, that means the tolls a teacher employs in
classroom should be able to improve learners performance significantly, as well as to make the
teaching process more efficient. In terms of appropriateness, it is a criterion that I take into
consideration to eliminate the endless computer-based ESL materials and tools to find out the
best ones that address the students needs in the scenario set in this evaluation. As for
accessibility, it has two criteria that I aim to meet. The first one is whether it is possible to access
the program online or offline. The second criterion of accessibility is that the software/website
should be as low-cost as possible due to the fact that the students in this scenario are full-time
students and may not have high income to support them to invest heavily on learning materials.
All the materials chosen for this evaluation allows students to practice their language skills in
certain level. For example, American Speechsounds for Academic offers audio clips, pictures and
explanations for learners to improve their English accents. It also allows students to record their
pronunciations and compare it to the standard American English records provided by the
program. It provides practices in both suprasegmental and segmental aspects.
Websites like Activities for ESL Students, Daves ESL caf, ESL Partyland were chosen
for the evaluation because they provide enormous amount of learning materials as well as
activities that cover from beginning level to advanced level. Spritz and Many Things are not
specifically designed for ESL/EFL learning, but they both can facilitate students learning since
they are related to reading skills. Oxford Picture Dictionary, English with Jennifer, and Flash
Card Exchange provide students with a good amount of graphics such as pictures, PowerPoint,
flashcards, and videos. They are applicable for most proficiency levels.
Checklist Function and Revisions
The first draft of this evaluation checklist has about only half of the criteria of the final
draft. For example, after adding the multimedia tools criterion, and the setting and
interoperability criterion, I felt that it became more functional. I did not include criteria like
objectivity because almost none of the website or programs that I evaluated had apparent conflict
such as advertising by the sponsor or was biased in their content. Then in the next revision, I
added more specific objectives under each category in order to more thoroughly examine the
website and software chosen for this project. However, after the implementation of the
evaluation checklist, I think more categories of criteria should have been considered in the
checklist, such as assessment, readability, and so on.
While I was evaluating the websites and programs, I find that I left too little space for the
comments column that some of my comments are condensed and the limited space influenced
the readability of my handwriting, too. I also felt like that it would have been better if I added a
criteria to evaluate the coverage of the contents, such as what topics are included, and the depth
of exploration of the knowledge, etc. I would like to add a category to evaluate the currency of
the materials, if possible. In that case, it will be more convenient when it comes to making
decisions of which material should be used since the checklist would provide more reference
under those categories.
Appendix 1
CALL Evaluation Checklist (1/10)
This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).
Introduction of the CALL software/website:

Oxford Picture Dictionary Interactive CD-ROM is an interactive multimedia tool that
illustrates 3,700+ vocabulary with images, pronunciation and meaning for beginning to
intermediate level ESL/EFL learners.
Checklist
Domain
Criteria
Critique
Authenticity
Up-to-date materials
Language and materials used by the software
B
A
is authentic
Connection between the materials and real-
Comments
world application
Technical matter
Purpose
Language
Directions are clear

Loading speed is fast
Easy to access targeted section or re-access
B
A
B
to the saved materials

Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course
A
A
B
objectives
Objectives are clear
Scaffolds the content from easy to difficult
B
C
Very userfriendly
Contents are
learning potential
Includes both schematic context and
arranged by
linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying A
topics rather
genres
Feedback
Learner fit
Interactivity
Multimedia tools
Settings and
interoperability
scaffolding
structure
Evaluates accuracy of learners answers

Accepts alternative answers
Provides explanations for correct or incorrect
B
C
B
answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to
B
C
A
maintain learner interest

Teacher fit
than by
More focused
on reading
and writing
Targets appropriate English

Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components
Graphic and video quality
Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain
B
B
B
B
B
C
A
A
A
B
features)
Easiness to print off or copy materials
Conclusion:
OPD CD-ROM can be easily adapted to ESL teachers curricula because of its content
covers a wide range of topics and provides various activities. It allows collaboration but does not
provided many opportunities for students to communicate.

Spritz is a bookmarklet that allows users to read website contents faster with paying less
effort by showing one word at a time quickly at the same place. Users do not have to waste time
on moving their heads or eyes but can stay highly focused at one place. Users can download and
install Spritz on their webpage browsers and select to read the parts they intend to.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
Not ESL/EFL
focused
software so it
does not
Technical matter
Purpose
Language
is authentic
world application
A
A
B

B
A
B
objectives
B
D
D
provide
learning
material
Improves
learners
reading speed
learning potential
Feedback
A
Provides opportunity to practice over varying D
genres
D
D
D
Provides
answers
within the
extra reading
websites
program
Learner fit
Teacher fit
Interactivity

C
C

C
B
B
D
D
D

Loading speed
B
A
C
B
features)
More
appropriate
for individual
use
Multimedia tools
Settings and
interoperability
Conclusion:
Spritz was not specifically developed for ESL/EFL learning, therefore, it has its
limitations when it is employed in classroom. It could be used to help students who have
difficulties reading on screens and improve their reading speed.

American Speechsounds for Academic is a software designed for learners who intend to
improve their English accents with a concentration of academic vocabulary.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
B
A
AWL,
is authentic
world application
A
A
B

A
B
B
objectives
Technical matter
Purpose
campus slang
and idioms
are included
Objectives of
activities are
clear.
Learners can
target at what
they need
Language
learning potential

A
B
B
Provides opportunity to practice over varying B
genres
Feedback
Learner fit

B
C
C
No
answers
B
B
B
answers
Writing skills

Teacher fit
Interactivity

explanation
given for
are not
included
A
B
B
B
C
C
Communicati
on section is
not included
in this
program
Multimedia tools
Settings and
interoperability

Loading speed
A
A
A
A
features)
Conclusion:
This software provides various practice of the knowledge with different context, which
promotes the repetition but does not wear away learners interest. Teachers who are not
confident with their pronunciation skills can use this as a supplement.

Daves ESL Caf holds ESL learning and teaching materials as well as various exercises
and extra links to learning resources. It also has a forum for both students and teachers to
communicate.
Checklist
Domain
Criteria
Critique
Authenticity
A
A
is authentic
world application
B
A
B
Navigation is

to get re-
Technical matter
Comments
not clear
enough. Hard
access
quickly
Purpose
Language
learning potential

A
A
objectives
A
B
B
A
genres
Closely
related to
real-world
situations
Feedback
Learner fit
Teacher fit
Interactivity

B
B
A
The forum
answers
A
A
B
for Q&A

B
C
Not course-

B
B
B
B
provides
opportunities
specific
Needs a bit
task-editing
work from
the teacher to
fit the class
Multimedia tools
Settings and
interoperability

Loading speed
B
A
B
B
features)
Conclusion:
This website provides an enormous amount of ESL related materials ranging from
linguistic knowledge to job searching information. Teachers should carefully choose the
appropriate content that meets the requirements of their classes.

Many Things is an ESL/EFL website that provides quizzes, games, anagrams, and
various learning activities for learners.
Domain
Criteria
Critique
Comments
Authenticity
A
A
All materials
is authentic
world application
Technical matter
Purpose
Language
learning potential
and examined
by native
speakers

A
A
B

B
B
B
objectives
B
B
A
B
Feedback
are provided
genres
B
B
B
answers
Not coursespecific
Learner fit
Teacher fit
Interactivity

B
B

C
C

B
C
B
C

Loading speed
A
A
B
C
features)
Contents need
to be adapted
to fit the class
More focused
on input
rather than
output
Multimedia tools
Settings and
interoperability
Conclusion:
Many Things is a great after-class learning resource since it provides not only reading
materials, but also the games and quizzes that allow students to enhance their retention.
Activities for ESL Students is a website that holds tests, activities and other learning
materials for ESL learners. It also provides bilingual quizzes in a wide range of languages to
English.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
B
B
Some
is authentic
world application
A
A
B

B
B
B
objectives
Technical matter
Purpose
Language
learning potential

B
B
B
material looks
outdated
Contributed
by many
teachers so
objectives
might vary
Quizzes and
materials are
arranged by
their
difficulty
genres
levels
Feedback
Learner fit

B
B
B
answers
A
B
Mostly
focused on
reading and
writing skills
Teacher fit
Interactivity
Multimedia tools

Loading speed
B
C
B
C
B
B
C
B

B
C
features)
Boring layout
Very few
pictures or
videos
Settings and
interoperability
Conclusion:
This website provides a lot of interesting ESL/EFL activities and materials, but the layout and the design of the website is monotonous so that makes it harder to make better use of the
contents, or to further explore the website and the materials it offers.
ESL Partyland is a website designed to provide teaching materials to ESL/EFL instructors

as well as to offer ESL/EFL learners tools to study online.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
A
A
Contents are
is authentic
world application
arranged by
topics.
Closely
related to the
real-world
Technical matter
Purpose
Language
learning potential

B
B
B

B
B
B
objectives
A
B
A
B
Feedback
genres
B
C
B
Teachers and
answers
to each other
students can
give feedback
via the
website
Learner fit
Teacher fit
Interactivity
Multimedia tools
Settings and
interoperability

Loading speed
B
B
B
B
C
C
B
B
B
C
features)
Conclusion:
I think this website is more suitable for teachers to employ to help themselves plan the
lessons and to use it as a facilitation in the classroom because most of the materials given in the
website are for teaching. Students can use it for extra practice.
examined using the following criteria and will be rated on a scale from A (Very good), B(Good),
C(Poor), and D (Very poor).

ESL with Jenneifer is a YouTube channel that provides videos and discussions for ESL
learners and teachers. Users can go to the channel by searching ESL with Jennifer on YouTube.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
A
A
All videos are
is authentic
world application
Technical matter
Purpose
Language
learning potential
and the
knowledge
are applicable

A
A
A

B
B
B
objectives

recently made
B
A
A
Connection
between
different
lessons are
not clear
Contents are
arranged in
two main
styles:
scaffolding,
genres
and by topics
Feedback
Learner fit

B
B
B
answers
B
B
B
Speaking
skills need to
be more wellrepresented
Teacher fit
Interactivity
Multimedia tools
Settings and

Loading speed
B
B
A
B
B
B
A
A
A
A
features)
Hard to print
Conclusion:
This YouTube channel can be used in a flipped classroom. Teachers can let students
watch the videos at home and discuss their questions in class.

Flash Card Exchange is a web-based program that allows learner to create their own
vocabulary flashcards, and study the new vocabulary.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
C
A
The site is not
is authentic
world application
ESL-specific
so it does not
provide
learning
materials
Technical matter
Purpose

A
A
B

B
A
B
objectives
Learners or
teachers
design their
own cards
based on their
Language
learning potential

C
C
B
Provides opportunity to practice over varying C
own needs
These
features are
not presented
because it is
not ESL-
genres
specific
Feedback

C
C
C
answers
website
These
features are
not presented
because it is
not ESLspecific
website. But
users can
Learner fit
Teacher fit
Interactivity

B
C

C
C
B
C
B
C
browse
Students can
get motivated
while making
their cards
Multimedia tools
Settings and
interoperability

Loading speed
A
A
B
A
features)
Conclusion:
I would recommend students to use this website to create their own vocabulary flashcards
or design vocabulary games with their partners to increase opportunities for them to practice
their language skills in more different contexts.

The official website of the GMAT exam introduces the nature of the exam, and provides
materials for exam takers to prepare for it. The prep-kit can be purchased and installed on
learners computers. It provides academic vocabulary that prepares ESL/EFL exam takers.
Checklist
Domain
Criteria
Critique
Comments
Authenticity
A
B
Some
is authentic
world application
materials are
too examoriented. Not
highly
applicable
Technical matter
Purpose
Language
learning potential

A
A
A

A
A
B
objectives
B
B
A
A
Provides opportunity to practice over varying B
genres
Sample
practices are
simple and
easy to
follow, but
the actual
practices can
Feedback
Learner fit
Teacher fit
Interactivity

A
B
A
answers
A
B
B

A
B
A
B
C
C
be very
Explanations
are in great
details
The practices
are engaging
but the
difficulty
level is not
highly
motivating
Multimedia tools
Settings and
interoperability

Loading speed
B
A
B
B
features)
Conclusion:
The GMAT prep-kit is a bit expensive compared to the other websites/software evaluated
in this project. It only provides limited attempts for mocking exams, too. However, students can
gain critical thinking training and perfect their language skills through practicing with the
exercises and mocking exams with the kit.
Appendix 2
List of software and websites reviewed
Software/website name
Link or publisher
Oxford Picture Dictionary
https://elt.oup.com/catalogue/items/global/dictionari
es/oxford_picture_dictionary/?
Spritz
cc=us&selLanguage=en&mode=hub
http://spritzinc.com/
American Speechsounds for
http://www.englishtalkshopshop.com/store/America
Academic
Daves ESL Cafe
n-Speechsounds-for-Academics-P16.aspx
http://www.eslcafe.com/
Many Things
http://www.manythings.org/
Activities for ESL Students
http://a4esl.org/
ESL Partyland
https://www.eslpartyland.com/
ESL with Jennifer
https://www.youtube.com/user/JenniferESL
Flash Card Exchange
http://www.cram.com/
GMAT Prep
http://www.mba.com/us

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Implementation of CALL Evaluation Checklist

Scenario and Values

and arts fields

Purpose for learning English

To meet the requirements of entering universities in the United

Ranges from low-intermediate level to high-intermediate level

Relevance of CALL Programs

CALL Evaluation Checklist (1/10)

Introduction of the CALL software/website:

Directions are clear

to the saved materials

Includes both schematic context and

Evaluates accuracy of learners answers

maintain learner interest

Targets appropriate English

CALL Evaluation Checklist (2/10)

Introduction of the CALL software/website:

Language and materials used by the software

to the saved materials

Language skills are targeted by the software

maintain learner interest

Graphic and video quality

CALL Evaluation Checklist (3/10)

Introduction of the CALL software/website:

to the saved materials

Scaffolds the content from easy to difficult

Evaluates accuracy of learners answers

maintain learner interest

Targets appropriate English

Graphic and video quality

CALL Evaluation Checklist (4/10)

Introduction of the CALL software/website:

to the saved materials

Based on learners needs

Evaluates accuracy of learners answers

maintain learner interest

Provides appropriate guidance when needed

Graphic and video quality

CALL Evaluation Checklist (5/10)

Introduction of the CALL software/website:

Directions are clear

to the saved materials

Language skills are targeted by the software

maintain learner interest

Provides appropriate guidance when needed

Graphic and video quality

CALL Evaluation Checklist (6/10)

Introduction of the CALL software/website:

to the saved materials

Scaffolds the content from easy to difficult

Evaluates accuracy of learners answers

Program allows for varying activities to

maintain learner interest

Targets appropriate English

Multiple language choices, reading speed

CALL Evaluation Checklist (7/10)

Introduction of the CALL software/website:

ESL Partyland is a website designed to provide teaching materials to ESL/EFL instructors

Directions are clear

to the saved materials

Language skills are targeted by the software

Program allows for varying activities to