Difference between revisions of "Evaluation Methodologies for Language Learning"

Revision as of 12:00, 27 November 2013

In the specific domain of foreign language syllabus evaluation both product- and process-oriented approaches have had great impact. Recently the process-oriented approach has seen greater currency [35], [45]. A variety of evaluation methods has emerged in relation to syllabus and content evaluation ranging from experimental design to social anthropology methods. The dominance of action research models in language teaching, especially in English language teaching (ELT), has introduced the integration of evaluation within prac-tice [45]. This method has as a result the greater involvement of learners and paves the way for the reinforcement of constructivist patterns in evaluation prac-tice [25]. It can be safely argued that the evaluation and development of content are inter-connected and complementary activities [26], [27]. The outcomes of educational content evaluation can be applied towards the effective development of additional material. The experience developed during the evaluation process in relation to design can further enhance future content design efforts [27]. Emerging internet and multimedia technologies have a direct effect on the efficiency with which educational content is designed and developed. In this context, educational con-tent evaluation has gained importance and complexity [34]. Language teaching content may be commercial or may be developed in house by teachers addressing specific student needs, educational objectives, and learning settings. Published and widely available content typically has already undergone through some form of formative and summative evaluation before reaching end users, which in the case of the language learning are teachers and language stu-dents. In the case of ad hoc language teaching content, which is very frequent in the L2 field, evaluation procedures must address solid, varied, and pre-defined criteria set during the design and development phase in relation to specific learn-ing needs and requirements. Content may be in printed form; this includes textbooks, supplementary notes, worksheets, and more. Printed content is often accompanied by audio or video learning packages and more recently by web based activities. Alternatively, con-tent can be exclusively in digital form or it can be available on the internet either for free or as a paid product. Irrespective of format, the objective of educational content evaluation must be well defined. It is important to identify a clear set of evaluation criteria based on subjective and objective content analysis taking into account learner needs. The terms subjective and objective analysis with respect to educational content evaluation were first discussed by Hutchinson and Waters [30]. Evaluation usually spans different stages which, according to McGrath [39], are “pre-use”, “in-use”, and “post use”. Each phase may be based on different evalua-tion methods such as “the impressionistic”, “the checklist”, or the "in-depth” [39]. Richards and Rodgers [47] propose that any language learning process evaluation methodology should be linked to a general framework for language teaching. They further claim that methodologies for evaluating language learning can be organized similarly to processes that apply in the development and evaluation of teaching content (see Figure 1): Procedure, which refers to a process for reaching evaluation goals through spe-cific learning and practice activities; the term procedure encompasses the delivery of the evaluation process from the beginning to the end. Procedure encompasses both evaluation design and evaluation approach. Approach refers to assumptions on the nature and use of language; assumptions are defined as part of the evaluation objectives. Approach is “teacher fit”; in other words it aims to support teachers in evaluating teaching and learning processes. Design refers to the realization of evaluation assumptions and objectives in terms of curricular goals, learning tasks, learner and teacher roles, and learner – teacher interaction. Evaluation design is “learner fit”; it is learner centered and aims to address learner needs.

• Quantitative vs. qualitative research
• Qualitative research sampling methodologies
• Qualitative research models
• The experimental method in qualitative research

Click here to go back to the Homepage.