TASK 1~CALL/ CALLT WEBSITE EVALUATION

http://a4esl.org/

Q1: Who are the users the website is targeting?

The website, Activities for ESL-EFL Students is targeting those who wanted to learn and improve their English through quizzes such as grammar and vocabulary quizzes. The level of users for this website is widely ranged since it prepares quiz in easy, medium and difficult levels. Therefore, the users the website is targeting ranged from beginner, intermediate to advanced levels.

Q2: What sorts of things are the application users expected to do with regards to learning and using (or even manipulating) the content?

With regards to learning and using the content of the website, users are required to answer the questions prepared in the website. There are a few quizzes in the website, and each quiz contains several questions. Users need to answer all the questions in each set of quizzes. After users were done answering the questions in a set of quiz, they will be given marks based on how many true answers they have got.

Q3: What sorts of computer skills are the application users expected to have in order to operate/ access/ use the application?

The application is quite easy to use in which users only have to answers the questions given to them. Students can also select on their own the type of exercise they wish to use. Hence, users may need basic computer skills like typing skill in order to use it.

Q4: While you are “playing/ accessing/ assessing” the website, does it remind you of anything you do (or have done) in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

While accessing the website, it reminded me of the exercises that I used to have during my school days. My English teacher gave quite similar exercises with those prepared in the website. The only difference was that the feedbacks from the teacher were more comprehensive, whereas the website only stated whether you answers were right or wrong. However the website offers a lot of different exercises and questions that can help students in learning the language.

The exercises in the website are also quite similar with the exercises that we can find in revision books, text books and other question books. Though, using the website instead of these books is perhaps more convenient and efficient since users do not have to carry thick books and browsing them pages by pages. Users only have to focus on the questions on the computer screen and click.

Q5: What setting will the website be best used in: independent study lab with no teacher available, lab associated with a class, a teacher-led class with one or a few computers?

The website is perhaps best used in an independent study lab with the absence of teacher because the exercises in the website are quite interactive. Users can use the website freely because there are clear instructions on what the users have to do in order to use the exercises prepared in the website. Therefore, users can explore the website, use its contents and learn English independently.

Q6: Can you pinpoint some theories of language learning and/or teaching underlying the application?

One of the theories of language learning underlie the application is Krashen’s Theory of Second Language Acquisition. Under Krashen’s theory there are 5 main hypotheses, and one of them that underlie the application is the Input Hypothesis.

The Input Hypothesis suggested that learners learn best when the input is one step beyond from the learner’s level of linguistic knowledge. This application offers many exercises that ranged from easy to difficult. Therefore the users or learners can choose exercise that is a step higher than current level of knowledge in the language.

Q7: How well are the Vygotsky’s Constructivist Theory of Learning and Gardner’s Multiple Intelligence Theory applied to the chosen website?

According to Brownstein (2001), learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of mastery. This will capture their motivation and build on previous successes in order to enhance the confidence of the learner. This view is in line with Vygotsky’s zone of proximal development which can be described as the distance between the actual developmental level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers). Since users of this website can learn independently through it, therefore the Vygotky’s Constructivist Theory of Learning, regarding the zone of proximal development level, is slightly applied in the website.

As for Gardner’s Multiple Intelligence Theory, it describes an array of different kinds of "intelligences" exhibited by human beings. Gardner suggests that each individual manifests varying levels of these different intelligences, and thus each person has a unique "cognitive profile." Gardner identifies kinds of intelligences based upon eight criteria. One of the intelligences is Verbal-Linguistics intelligence. Verbal-linguistic intelligence has to do with words, spoken or written. People with verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words and dates. They tend to learn best by reading, taking notes, listening to lectures, and via discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. In relation to the website, the users will have the chance to develop their Verbal-Linguistic intelligence through continuous practice using the exercises. However, out of 8 intelligences stated by Gardner, only one type of intelligence is offered in this website. Therefore Gardner’s Multiple Intelligence Theory is also slightly applied in this website.

Q8: In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” or “slave” to the learning process’ (Higgins and Johns, 1984). In relation to your evaluation – is the computer a replacement for teachers, or merely an obedient servant to students?

In relation to my evaluation, the computer is merely an obedient servant to students. This is because computer only serves fixed method guiding, not teaching. The computer does not have all the answers for all the questions students are inquiring. So did the teachers. But teachers can give and share their own personal knowledge as well as experiences to students. Hence, teachers cannot be replaced by computer since computer is only an aid in teaching and learning.

Q9: Would you like to use the website yourself in your future work?

I would like to use the website in my future work because it is easy to use, the contents are quite sufficient and relevant, and it helps to boost our understanding in English.

Q10: Suggestions/ Recommendations.

The exercises in this website are quite good and vary. There are a lot of different type of questions that can assess users’ level of understanding and knowledge in English. There only thing that I see can be renewed in this website is its appearance. Perhaps there should be interesting, suitable graphics to grab users’ attention and make the learning more comprehensive. The graphics can also help users to retain information effectively.

Irdawati bt Abdul Manan

2004106276

220U8A