Evaluation Criteria for CALL Courseware From A Constructivist View.pdf

1、As PC becomes popularized and the multimedia technology prospers, computer-assisted language learning courseware (CALL) is attracting more and more attention. However, the absence of a theorized and systematic ev

2、aluation criteria system for CALL courseware in its educational aspects has made it difficult for designers, scholars, language teachers & learners to distinguish good courseware from bad ones. Besides, the evaluation cr

3、iteria system is also considered as a complement to the courseware design from the angle of software development. This research serves as the theory-building phase in the two-phase development model for evaluation cr

4、iteria system (the other being the empirical study). By intensive investigation into the theory, this research mainly elaborates seven major aspects of CALL courseware evaluation: the targeting of CALL courseware, the le

5、arning environment of CALL courseware, scaffolded learning, individualized learning, interaction, metacognition, and the evaluation of language learning. These aspects are separately studied with reflections on CALL cour

6、seware practice, before their interrelationships bring our attention to the organic structure of the evaluation system. The proposal of a sketch set of CALL evaluation criteria not only provides guidelines in courseware