Reasons for Courseware Evaluation

1.1. Courseware in Language Teaching and Learning

1.1.2. Reasons for Courseware Evaluation

According to Haugland (1992), the type of courseware that brings impacts to students‟

computer experiences and even seems to determine whether they have developmental gains from these experiences. Therefore, the courseware like any other resources must have a developmental approach to teaching and learning.

It is very important to know whether the suitability of a particular courseware could meet the students‟ needs, its contribution to the students‟ performance and achievement, and it could act as a motivation tool.

1.1.3 Roles of Teaching Courseware in General English Courses

Computer-Assisted Language Learning (CALL) originates from Computer – Assisted Instruction (CAI). CALL means using computers to support language teaching and learning in some ways (Egbert, (2009)). The current philosophy of CALL puts a strong emphasis on students-centered material that allows learners to work on their own.

Therefore, CALL is purposed to facilitate language learning by using technology of computer. More specifically, Levy (1997) states that CALL is digital software tool which is designed to develop language learning and it also covers the application of the computer in language teaching and learning. Moreover, Ihsanudin (2009:8) in his research states that

“CALL is not focused on technology but on language learning. The word assisted indicates that technology only facilitates the language learning process. A more accurate term for using technology in language learning might be language learning through technology reflecting the true position of language in such activity”.

Soe (1998) says that there are three main roles of CALL in interacting with students:

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 Drill and Practice.

Computer provides practice to strengthen the learning material, and gives feedback directly from the students‟ scores. In this case, CALL plays a role as complement media in teaching-learning language process in classroom. Moreover, this is very useful when teacher cannot interact with students individually.

 Tutorial

Computer provides some information; moreover explains some addition concept to students through practicing. In this case, CALL plays a role as material providers which have been adjusted to each student‟s proficiency individually.

 Dialogue

In this case, students are more active in interacting with the computer. Computer provides learning material, practice, and some feedback. CALL in this role has been trusted as replacement enclosed traditional method which provides more effective.

1.1. 4. Types of Courseware Evaluation

When considering possible approaches to educational evaluation, there are four general types that are described in the literature. Evaluation of language teaching materials/CAL (computer assisted learning) is in fact intimately linked with the authoring and dissemination process. Thus approaches to evaluation reflect either what the authoring process seems to be before evaluation is considered, or else what the evaluators think it ought to be in order to make evaluation useful. Another way of putting this is that evaluation can be designed for different purposes or roles:

 Formative evaluation: to help improve the design of the CAL.

 Summative evaluation: to help users choose which piece of CAL to use and for what.

 Illuminative evaluation: to uncover the important factors latent in a particular situation of use.

 Integrative evaluation: to help users make the most of a given piece of CAL.

Summative evaluation

The default "common-sense" view that tends to occur spontaneously to many people is that evaluation of CAL is rather like consumer reports on goods: the manufacturer designs and supplies them, then someone else does tests and produces reports to help purchasers decide which to buy. This view of evaluation is linked to a view that CAL is produced like textbooks and other goods, and that evaluation is not expected to have any direct effect on the CAL itself by telling the authors how to improve it. Nor is it expected to help consumers in how to use the product: only which to buy. Thus this is a common view for perhaps these reasons: it fits the fact that a lot of CAL is produced like a lot of textbooks by a very small team of authors with no spare resources for testing; it fits with a tradition in the literature for comparative experimental testing (which can compare two sets of teaching materials well); it fits the needs of new CAL users to decide what to buy; and more broadly it is analogous to consumer reports and how we encounter most of the things we buy, which we are offered without being consulted about how we would like them designed.

Formative evaluation

One important use of evaluation is while it is being developed to test on learners, there are still resources for modifying it. This is the simplest way for evaluation to help developers to try out the CAL material on users, preferably as similar as possible to the students it is intended for, and use an open-ended method to report the problems that arise and perhaps also to suggest amendments. Although often the time necessary for this is not allowed for development plans, once a developer has experience of it, it is usually clear how useful this is. After all, testing is part of all engineering, and feedback from students is also used by almost all lecturers to adjust their lectures and handouts. The key point to realise when using it for CAL, is that such testing must be done in time to allow changes to the material in the light of the results before the end of the development period. This kind of testing is called formative evaluation, as it is used to modify ("form") the material.

The most realistic, and so most helpful, formative evaluation would use real students in their normal learning situation. This is likely to increase the time for the whole cycle of

production, testing, and modification. Feedback to developers from sites who are early users of the material is a helpful substitute that gets round this constraint. Although this practice really means that users are running poorly tested software, and in effect doing the testing that producers should have done themselves, it is better than having no way of catching problems and improving the software. It, in fact, corresponds to common processes in commercial software production, where producers keep track of users and collect performance reports in order to improve later releases of their software.

More information on planning this kind of evaluation can be found in Alessi & Trollip (1991), and in McAteer & Shaw (1994). As noted above, the key constraint is planning to do the testing early enough that changes can be made. The reward is a significant improvement in quality of the end product. Thus the main added result will not be a report, but the modifications to the design actually done.

Illuminative evaluation

"Illuminative evaluation" refers to what might now be called loosely, and perhaps incorrectly, ethnography. The basic idea is for the investigator to hang out with the participants (students, teachers, etc.) to pick up how they think and feel about the situation, and what the important underlying issues are. Its importance is as an open-ended method that can detect what the important issues are, without which other methods often ask the wrong questions and measure the wrong things. For instance most studies still fail to measure motivation in any way, yet much CAL would never be used if it were not made compulsory by teachers or experimenters. However this is not a universal truth: in some cases students have a strong desire to use the CAL independent of coercion, in others they are indifferent and use it only under compulsion but without disliking it, in yet others they continue to express strong revulsion (even though educational tests show educational benefits). Illuminative evaluation is in effect a systematic focus on discovering the unexpected, using approaches inspired by anthropology rather than psychology.

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