OVERVIEWThe following evaluation and accompanying report focuses on a self-contained, Web-based module of language learning material integrated within the British Broadcasting Corporation (BBC) World Service's larger 'Learning English' website. This module of study is further subsumed under a broad category the BBC calls 'Business English' and is aimed at upper-intermediate adult learners of English. 'Working Abroad' is intended for international English language learners who want to improve their receptive comprehension skills while at the same time increase their cultural awareness.
The evaluation of this website (from this point on in reference to Working Abroad and not the BBC's more general Learning English website), where appropriate, is based on the model proposed by the CALICO Review (Software evaluation outline: Courseware, n.d.). The purpose of this evaluation is twofold: 1) to highlight the main issues for language learners and teachers when using the material; and 2) to draw attention to the strengths and weaknesses of the website in the hopes of improving it for current and future users. Based on this evaluation, an attempt will be made to define a suitable learning environment where the material might be effectively integrated.
INTRODUCTION
The evaluation of computer-assisted language learning (CALL) courseware, as Hubbard (1988) explains "one of the most challenging tasks a language teacher is faced with" (p.51). A review of the literature drawn from over a decade of research in the field of second language learning is enough to suggest that, however challenging, more effort must be made to evaluate CALL courseware so as to improve design and pedagogy with the overall aim of increasing CALLs effectiveness as a tool to facilitate language learning (Adair-Hauck, Willingham-McLain, & Youngs, 1999; Chappelle, 1997; Chappelle, 1998; Jamieson & Chapelle 1988; Son, 1998; Pederson, 1987; Scinicariello, 1987). A central question, then, for teachers tasked with evaluating courseware for classroom use becomes how to effectively and efficiently go about evaluating CALL courseware in the absence of a generally agreed upon framework or set of criteria. In fact, what has become apparent is that CALL evaluators must synthesis a great deal of often seemingly divergent information in an attempt to make such judgements of worth.
The evaluation framework of this project is based on the model arranged by the CALICO Review (Software evaluation outline: Courseware, n.d.), which borrows a number of elements from the framework initially proposed by Hubbard (1988). The evaluation will consider: 1) the technological features, 2) the activities (Procedure), 3) the teacher fit (Approach), and 4) the learner fit (Design). However, where appropriate, adjustments to the evaluation criteria have been made in consideration of the operational and technical differences between free-standing language learning courseware and Web-based language learning environments (WLLE). The evaluation criteria are presented in checklist form (Appendix 1) in an effort to expedite the process for future evaluators.
The evaluation will be preceded by a general description of the website and followed by a brief summary. The summary will conclude with a scaled rating of the various components of the evaluation. In the report, the strengths and weaknesses of the website will be discussed and the author will suggest improvements for current and future users. Finally, the report will present an implementation strategy; one that details a language teaching environment into which the website could be integrated and outlines a procedure (Appendix 2) for how the website could be used in a language classroom.
|
URL |
www.bbc.co.uk/worldservice/learningenglish/business/wab/u1_1_1.shtml |
|
Product type |
Content-based presentation of cultural information and authentic lecture/conversational English |
|
Languages |
British/International English |
|
Level |
Upper-intermediate to advanced adult learners |
|
Activities |
Listening comprehension, vocabulary builder, cultural information quizzes |
|
Media Format |
Web-based |
|
Operating system |
PC: Windows 98+ |
|
Hardware requirements |
PC: Pentium 233 MHz |
|
RAM |
64MB |
|
Hard Disk Space |
None |
|
Sound |
Sound card & headset or speakers |
|
Video |
800 x 600, 256 colors |
|
Supplementary Software |
Real Player and Flash plug-ins (linked to from within the website). The latest version of Netscape Navigator or Internet Explorer is recommended. |
|
Documentation (Online) |
Help material on the website (PDF file) |
|
Price |
Free |
TABLE 1: Product at a glance (Source - Software evaluation outline: Courseware (n.d.))
GENERAL DESCRIPTION
Summary of features
Working Abroad is self-described as 'an English language teaching site for upper immediate students. It is about the cross cultural issues involved in working in different cultures (Working Abroad, 2004).' It is a free, culture-based WLLE whose goal is to help international English language learners improve their listening/reading skills and learn more about English culture. The content of the website is based on a radio series (of the same name) and is presented through a series of six self-study units: 'Introduction', 'Language', 'Body Language', 'Time', 'Status', and 'Relationships'. The activities within these units are designed to give English language learners an opportunity to work on receptive skills; this is achieved mainly through selective and intensive top-down listening techniques.
Background information
The BBC's World Service website offers (occasionally in conjunction with the British Council) a variety of free English language self-study modules for the international community. The learning material is divided into the following areas: 'News English', 'Business English', 'Watch and Listen', 'Grammar and Vocabulary', 'Communications', and 'Quizzes'. The BBC is a well respected and internationally known brand that holds itself to strict standards in terms of disseminating current, accurate, and objective English language learning material; the authority of the website is above reproach and it is so considered a great addition to the number of English language self-study websites available from the Internet.
Documentation: Online help, printed manuals
The website provides a short (2 page), but comprehensive manual that includes all the necessary information one would likely need to successfully negotiate the content of the module. Included is a brief description of the site's aims, a pictorial guide to the website's navigational structure, the minimum technical requirements necessary for viewing, and links to the browser plug-ins required for listening to the site's audio clips. The Adobe Acrobat (PDF) manual is accessible directly from the website's homepage.
Figure 1: Working Abroad Homepage
EVALUATION
Technological features
Being Web-based, Working Abroad does not need to be installed on the end users' system. A client Web browser (e.g., Internet Explorer, Netscape Navigator) and an Internet connection are all that is required to access the website. A short user guide is available in the form of a PDF document from the website's homepage. Included in the documentation are links to the third-party browser plug-ins required to interact with the site's audio clips (RealAudio Player) and quiz activities (Flash Player), both of which are already likely to be installed on most users' computers or easily downloaded and installed.
During compatibility testing the website consistently executed its functions reliably and without error. The configurations tested include the following: 1) Windows-based Pentium II running operating system (OS) version 98, Internet Explore version (v) 5.5, and Netscape Navigator v 4.1, 2) Windows-based Pentium IV running OS version XP, Internet Explore v6.0, and Netscape Navigator v7.1, and 3) Macintosh-based G4 running OS X v10.3, Internet Explore for Macintosh, Netscape Navigator v7.1, and Safari v1.2. Individual pages loaded quickly (in under 7 seconds) with only slight delays in audio streaming at an Internet connection rate of 56K. The cross-platform compatibility is due in large part to the straightforward design of the site, its adherence to the principles of usability, and the designer's decision to employ only established and proven Web technologies (e.g., RealAudio, Flash).
Not only is the website reliable, the interface is very intuitive to navigate. Clearly set apart along the left side border are links to other BBC learning modules. The website's navigation links are boldly displayed to the left of the module's content, all of which is further set apart from the remaining space occupied by the main website by a light blue table background. A visually distinctive site map is located to the right of the content and allows quick access to the entire site's learning material. Overall, the simplicity, redundancy (navigation elements consistently appear in predictable and repeated locations), and pleasing aesthetics of the interface make it easy to navigate and attend to the activities within the website.
In terms of effectively exploiting the potential of the medium, Working Abroad does provide a good deal of comprehensible input via RealAudio clips. However, as the material in unit two proclaims, since so much meaning is conveyed through non-verbal communication it might have been useful to the audience to have included at least a few video segments. As well, Working Abroad suffers from a number of other technical oversights that are inherently feasible with the medium: a lack of intelligent response handling, limited record keeping to monitor learner progress, and no dedicated asynchronous message board where users could post questions or discuss their progress with other learners. These problems aside, Working Abroad remains a very tight, visually pleasing, and technically sound website that delivers intrinsically motivating content in a timely and reliable manner.
Activities (Procedure)
The activities in Working Abroad play on the intrinsic motivation of learners to engage in listening activities that they perceive will help them 'out there' in the real world. This is consistent with Knowles (1984) theory that adults are most interested in studying subjects that have immediate relevance to their job or personal life. Rather than just passively presenting the information, the techniques employed encourage learners to discover patterns and rules for themselves. Through these activities English language learners have an opportunity to work on receptive skills; this is achieved through selective and extensive top-down global listening techniques (Brown, 1994).
The units cover five different topics: 'Language', 'Body Language', 'Time', 'Status', and 'Relationships'. Each unit begins with a written introduction of the topic and a listening activity based on the experiences of the interviewees to orientate the learner to the unit. The dialogues/monologues (audio and transcript) that follow provide the input for a series of comprehension questions related to the unit's sub-topics. A pre-scripted answer is available for comparison. Key vocabulary items and expressions are highlighted throughout the site in bold script and definition type explanations are provided via a pop up window linked to from the bottom of each page. Figure 2 shows the relationship of these elements as users work to complete an activity.
Figure 2: Sequence of Interaction
The process demonstrated in Figure 2 is typical of how learners engage in extensive listening activities. First, the learner's prior knowledge is activated by a short cue, i.e., 'Maralde and Emma have had some language misunderstandings'. Next, the listening task is presented: 'As you listen to them explain, try to answer these questions: What was the name of Maralde's t-shirt and what did it mean in French? What were the two words that Emma mixed up?' After listening to the audio clip and responding to the question(s), learners are able to check their response against one provided. The activity is scaffolded by a small store of key vocabulary items and useful expressions.
Figure 3: Computer Generated Feedback
Figure 3 demonstrates another, slightly more interactive technique, employed by Working Abroad. In this Flash-based 'quiz', learners' are being asked to scan the listening passage selectively for certain information i.e., 'How old is Frederico's daughter?', 'How many languages does Frederico speak?', 'How long did Frederico stay in London?' etc. Following a series of three multiple choice questions the quiz taker's score is displayed. Along the way, users receive computer generated formative feedback after each response. The quiz scores are not recorded since there is no permanent record keeping function.
Teacher fit (Approach)
The sociocultural content of the website is both very appropriate and accurate; it faithfully represents the full range of sociolinguistic issues that a newly arrived immigrant would likely experience working abroad in English culture. Feyten et al. (2002) point out that most English language teaching environments either treat the topic of culture in passing, adopting an ad hoc 'surface' approach, or ignore the subject entirely. Working Abroad tackles the issue head on in an example of what Butler-Pascoe and Wiburg (2003) call content-based English Language Development (ELD). In contrast to the Notational-Functional sequencing scheme, where material is organized around notions, functions, or grammatical structures, in content-based ELD the dominant themes of the subject determine the organization of the lesson. The purpose of content-based ELD is to develop English language skills to the point where learners' are able to transition into mainstream subject matter classes (Butler-Pascoe & Wiburg, 2003). Extending this model to Working Abroad, the website can be seen as providing a similar function: helping to develop communicative competence with the expectation that learners will transition into English culture.
Canale and Swain (1980) define four components of communicative competence that learners' must work towards mastering in order to communicate in the target (L2) language: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. The undergirding pedagogy of Working Abroad is aimed generally at developing the latter two competencies: sociolinguistic and strategic competence. Both are explicitly addressed throughout the course material and during the activities. Opportunities for developing communicative competence are further supported through the sequence of audio segments that deliver comprehensible input to the learner (Krashen, 1989).
Problematically, the linguistic accuracy of the audio segments in Working Abroad is not at a level most language learners would expect to find. In its zeal to remain true to the original radio series, and to the authenticity of the interviews, the language contains numerous grammatical errors (e.g., 'My daughter has 2 and a half and my son is four months old.'). While this does not hinder understanding, it may pose a problem for unsuspecting L2 learners. There would need to be vast modifications to the linguistic content to improve its accuracy. This issue could only be addressed if the material was being prepared for integration into a classroom setting where an instructor could then draw the learners' attention to the inaccuracies.
Learner fit (Design)
The Working Abroad website is designed for upper-intermediate to advanced level adult learners of English. The target audience has been identified as those who have an interest in either traveling to or working in an English language speaking culture. As a free service to the international community anyone may visit and work through the activities. However, the heavy sociocultural context of the website is not likely going to keep the casual language learning Web surfer for very long; it is catering to what might be considered a niche market.
While the linguistic level of the input is appropriate, the frequency of grammatical errors among the interviewees might be a concern for some language learners. Another weak point is the response handling in the Flash quizzes where responses to the multiple choice questions are met with a perfunctory 'correct' or 'wrong' reply. No internal attempt is made to diagnostically evaluate why a learner may have made the wrong choice, nor is there any opportunity for the learner to retake the question. It is doubtful whether an instructor would be very effective should they decide to copy this style of formative assessment with their students.
Working Abroad tries to accommodate different learning styles. As mentioned, the website employs two main techniques to promote the development of listening skills: 1) selective activities that require scanning for information (e.g., recognition quizzes where learners must listen for people's names, dates, facts, events, locations, situations etc.) and 2) extensive activities that aim to develop a top-down understanding of spoken language (e.g., comprehension tasks to listen for gist). These techniques favour both analytic and global learning styles respectively. Likewise, the techniques support both field independent and field dependent learners.
The unit activities are meant to be done individually, but could easily be adapted for pair or group work. The activities are largely learner-centered in that they recognize prior learning and the needs, goals, and wishes of the audience. As well, there is a high degree of flexibility in terms of user control over the material. Although a linear study path is implied by the numbering system of the units (i.e., 'Unit 001', 'Unit 002' etc.) the effectiveness of the navigation system is exemplified by the fact that any of the unit's sub-modules can be accessed from any point of the website in no more than two mouse clicks. This convenience would likely benefit adult learners in particular, many of whom prefer to retain a sense of control over their CALL experience (Warschauer & Healey, 1998). Other than modifying the sequence of instruction, no further modifications of the website are possible by either the instructor or the learner.
Summary
Working Abroad is a content-based English language learning environment whose aim is to help learners develop their receptive skills through a combination of selective and extensive listening techniques. To this end it performs its function well. It is very well designed, reliable, easy to use, and contains a wealth of authentic listening material that most adult English language learners would find interesting. The teaching approach, on a continuum between objectivism and constructivism, leans more towards the former; the website chiefly remains manager of the information and little effort is made to have learners negotiate for meaning or construct their own knowledge. Overall it is worth a visit, especially for learners contemplating working abroad for the first time.
|
Implementation possibilities: |
5 |
|
Technological Features (use of computer capabilities): |
4.4 |
|
Activities (procedure): |
4.0 |
|
Teacher Fit (approach): |
4.0 |
|
Learner Fit (design): |
3.1 |
|
Over-all evaluation: |
3.8 |
|
Value for money: |
5 |
TABLE 2: Scaled rating (1 low - 5 high) (Source - Appendix 1)
The strengths of the website are largely technical and include: a professional overall design (e.g., graphics, use of color, and page layout), a high degree of functional reliability, and a simple yet powerful navigation system. Another of the website's strengths is the content, especially in terms of quantity and quality. Few other Web-based resources are able to the match the website's depth of coverage of the topic or attention to accurate sociocultural representations. Furthermore, the input (i.e., audio/text) is appropriately 'chunked' thereby reducing the amount of scrolling required by the user. The audio clips have been skillfully produced; they are clearly audible, contain authentic language use, and are linguistically well suited for the intended audience providing comprehensible input + 1.
The website, though, is not without its weaknesses, notably: the linguistic inaccuracy of the interviewees, the lack of intelligent response handling (i.e., error correction and feedback), and, perhaps most damaging, the exclusion of a medium for learner-to-learner communication (e.g., message board). Although the linguistic inaccuracy of the interviewees is not likely going to result in any miscommunication of meaning, it could serve to reinforce common grammatical errors among some learners; especially since no attempt is made to point out and identify these errors of form. This is also a problem in terms of response feedback. When responding to wrong answers the quizzes don't explain why the answer is incorrect. The learner must simply keep guessing until the right answer is chosen. The omission of a message board that would allow asynchronous communication among learners is only partly ameliorated by the inclusion of a 'virtual' expert (e.g., a stock of prefabricated answers to anticipated questions) to provide tips and answer common questions. Without a facility for communication, learners are left unable to seek clarification, negotiate with other learners for meaning, share personal experiences, or add additional, pertinent information. While none of these weaknesses will individually, or even collectively, doom the website, one is left wondering what reason the designers had for overlooking them. A number of improvements could be made to address these concerns.
To address the issue of linguistic inaccuracy the designers might simply explain (in the documentation) that in an effort to keep the dialogs as authentic as possible, spoken errors committed by the interviewees have not been altered. It then becomes a pedagogical decision (weighed against further costs e.g., time) whether or not to include an explicit focus on language forms. Although not an advertised aim of the original design plan, the overall effectiveness of the website would likely increase if at least few common errors were made salient to the learners.
In terms of improving the response handling, a suggestion for the designers would be to provide a hint, or otherwise encourage learners to go back and find the correct answer before proceeding to the next question. This way the learners would be encouraged to 'try again' and correct their own mistakes.
The inclusion of a message board would further facilitate the overall effectiveness of the website. A message board (linked to from the website) would help create a more constructivist learning environment; one where the learners were more involved with each other, and where the material took a more supporting rather than central role in the creation of knowledge. Furthermore, a message board could function as a direct link to a 'real' expert allowing more personalized answers to questions. To implement these suggestions, though, would require more effort and commitment on the part of the BBC to fund and maintain these added features. Perhaps as a result, the BBC has made the entire site downloadable (in the form of a single PDF document) and permits its use freely as long as no alterations are made to the contents.
With its strong sociocultural focus, Working Abroad could effectively be integrated into any number of English language teaching environments: English for specific purposes (e.g., business English, hotel management, tourism etc.), teacher training, as well as general skills development. In fact, the website's material is so well designed that it would be a welcome supplement for teachers to introduce in most upper-intermediate/advanced level language classes regardless of whether or not their students were planning to work abroad.
Additionally, it should be noted that many of the website's weaknesses cease to be issues once the material is integrated into a face-to-face teaching environment. The linguistic inaccuracies of the interviewees could be turned into an advantage if used as an authentic source of material to help learners notice and correct common grammatical errors. In this way the material could be used to complement the grammar focus of the textbook and promote language awareness in an authentic context. Moreover, in a class setting the need for a communication vehicle becomes less pronounced. The comprehension activities would likely springboard naturally into whole class or small group discussions where learners could clarify meaning and add their own input based on personal experience.
The integration plan in Appendix 2 for Working Abroad outlines a possible sequence of instruction based on Jeremy Harmer's (1988) Engage, Study, and Activate (ESA) model of language teaching. It is currently being implemented, as outlined, in an advanced level skills development class for secondary school teachers in South Korea. Thus far, the response towards the website in general and the material in particular has been very positive. The students have been observed engaging in the material enthusiastically and they report a genuine interest in the subject. The success of this implementation is believed to be the result of an integration strategy that works to combine the strengths inherent in the material with the communicative function of a community, a feature noticeably absent in the website. Still, Working Abroad remains a valuable example of original language teaching on the Internet.
Appendix 1
Website Evaluation Checklist
|
Title: |
Working Abroad |
|
Publisher: |
British Broadcasting Corporation |
|
Reviewed: |
May 8, 2004 |
|
Web Address: |
www.bbc.co.uk/worldservice/learningenglish/business/wab/u1_1_1.shtml |
|
Technological/Design Features |
|||||
|
Rating: 1 = Poor, 5 = Exceptional |
1 |
2 |
3 |
4 |
5 |
|
Simplicity of installation - Where additional software must be installed, links are provided; following installation the website functions trouble-free. |
1 |
2 |
3 |
4 |
5 |
|
Speed - Individual web pages load quickly (under 7 sec.). |
1 |
2 |
3 |
4 |
5 |
|
Reliability - The website does not freeze or cause the browser/OS to crash. |
1 |
2 |
3 |
4 |
5 |
|
Platform Compatibility - The website functions and displays content similarly across OSs and browsers (especially where no OS or browser has been recommended). |
1 |
2 |
3 |
4 |
5 |
|
Screen Management - The site is aesthetically pleasing and uses a combination of space, text, colour, and graphics. |
1 |
2 |
3 |
4 |
5 |
|
User interfaces - All elements of each page (text and graphics) are appropriately placed and have an integral function in display or navigation. |
1 |
2 |
3 |
4 |
5 |
|
Exploitation of computer potential - The website makes effective use of:
|
1 |
2 |
3 |
4 |
5 |
|
An appropriate range of relevant references and hyperlinks are provided for the intended purpose of the site. |
1 |
2 |
3 |
4 |
5 |
|
The text design is appropriate to its function within the site - e.g. smaller chunks of hypertext for overviews and linked documents, longer scrollable documents of linear text for full articles. |
1 |
2 |
3 |
4 |
5 |
|
An appropriate evaluation instrument for users is integrated into the site. |
1 |
2 |
3 |
4 |
5 |
|
TOTAL |
44/50 |
||||
|
Activities (Procedure) |
|||||
|
Type(s): Instructional (selective/extensive listening) |
|||||
|
The activities have a clear linguistic focus (e.g., discourse, syntax,lexis, morphology, spelling, pronunciation) |
1 |
2 |
3 |
4 |
5 |
|
The activities target the intended language skills (e.g., reading, listening, writing, speaking) for development |
1 |
2 |
3 |
4 |
5 |
|
There is a clear sociolinguistic focus (e.g., information gathering/authentic tasks) |
1 |
2 |
3 |
4 |
5 |
|
The activities serve a supplementary/complementary/central relationship to the to curriculum |
1 |
2 |
3 |
4 |
5 |
|
Teacher Fit (Approach) |
|||||
|
The activities conform to accepted theories of cognitive development, second language acquisition, and classroom methodology. |
1 |
2 |
3 |
4 |
5 |
|
The activities are linguistically accurate (i.e., grammaticality, authenticity, typos). |
1 |
2 |
3 |
4 |
5 |
|
The content contains appropriate socio-cultural representations (e.g., stereotypes, gender bias). |
1 |
2 |
3 |
4 |
5 |
|
Site demonstrates notable insight, understanding, or innovation in treatment of the topic. |
1 |
2 |
3 |
4 |
5 |
|
Learner Fit (Design) |
|||||
|
Learner profile: Upper-intermediate adult learners of English |
|||||
|
The linguistic level (grammar, vocabulary, register) is well matched to the intended user base. |
1 |
2 |
3 |
4 |
5 |
|
Response handling (error correction, feedback) is appropriate. |
1 |
2 |
3 |
4 |
5 |
|
The website adapts to the needs of individual learners (age, interests). |
1 |
2 |
3 |
4 |
5 |
|
The website adapts to various learning styles (recognition, recall, comprehension, experiential learning) |
1 |
2 |
3 |
4 |
5 |
|
The website provides for various learning strategies (Field-dependent /-independent learning, Deductive/Inductive reasoning, Visual-graphic/Visual-textual learning). |
1 |
2 |
3 |
4 |
5 |
|
Both individual and group work is possible. |
1 |
2 |
3 |
4 |
5 |
|
Learner control options are available (content sequencing, operating parameters). |
1 |
2 |
3 |
4 |
5 |
|
The website is flexible and may be modified by the instructor. |
1 |
2 |
3 |
4 |
5 |
|
TOTAL |
72/100 |
||||
|
Source: Adapted from Software evaluation outline: Courseware (n.d.). |
|||||
Appendix 2
|
Course: Language Development Course |
Week: 3 |
Date: N/A |
|
Term: Spring/Summer '04 |
Level: Advanced Skills |
|
|
Number of students: 12 |
Topic: Body Language |
|
|
Lesson No: >5 |
||
Objectives:
- Students will be able to define some 'hidden' rules of culture.
- Students will give examples of some 'hidden' rules of their culture.
- Students will discriminate between different speaker's voices.
- Students will synthesis the views of those speakers and paraphrase a response.
Preparation
Hardware: Computer with speakers and Internet connection per pair (lab)
Software: Windows OS vXP with RealAudio Player
Other: Print-outs of listening task with transcript and answers
Procedure:
|
Stages |
Time |
Teacher |
Students |
|
Pre-computer work |
5 |
Engage |
|
|
- Ask the learners if they know what % of communication is non verbal (answer
70%). |
- The students are becoming engaged in the topic and using prior knowledge to respond to the teacher's questions. |
||
|
Computer work |
15 |
Study |
|
|
- Ask the students to visit the website and listen to the audio segments: Unit |
- Students are prepared to work in pairs to complete the task. E.g., 'In
Europe, for example, there is great confusion over one way of greeting other people.
Listen to our working abroad interviewees. What is the difficulty they all have?' |
||
|
Post-computer work |
20 |
Activate |
|
|
- Address any noted language difficulties. |
- Prepare a role play (to be delivered the next class) that demonstrates a problem which may arise from not knowing a culture's body language. |
||
|
Source: Son (2004) |
|||
References
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Krashen, S. (1989). Language acquisition and language education. New York: Prentice-Hall International.
Pederson, K. M. (1987). Research on CALL. In W.F. Smith (Ed.), Modern media in foreign language education: Theory and implication (pp. 99-131), Lincolnwood, IL: National Textbook.
Scinicariello, S.G. (1987). Uniting teachers, learners, and machines: Language laboratories and other choices. In M.D. Bush, & R.M. Terry (Eds.), Technology- enhanced language learning (pp. 185-213), Lincolnwood, IL: National Textbook.
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Son, J.-B. (1998). Reading & Dragging: The development and use of courseware. ON-CALL, 12(3), 10-19. Retrieved March 20, 2004, from http://www.usq.edu.au/users/sonjb/papers/oncall98.htm
Son, J.-B. (2004). Computer-assisted language learning: Study book. Toowoomba: Distance Education Centre, The University of Southern Queensland.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching 31, 57-71.
Working Abroad. (2004). Retrieved May 8, 2004, from http://www.bbc.co.uk/worldservice/learningenglish/business/wab/pdfs/howto.pdf