This chapter is concerned with the evaluation of CALL (Computer-Assisted Language Learning) and WELL (Web Enhanced Language Learning) software. It is aimed at Secondary and Higher Level teachers of a second or foreign language who are intending, through choice or obligation, to investigate the possible uses and integration of these types of software into their respective curricula. Different types of curricula may encourage teachers to supervise the employment of pertinent software or they may expect a semi-autonomous or indeed an almost totally autonomous learning environment in which to operate. This is why the problematic issue of integration cannot be ignored here. With the rising tide of Web-based CALL materials of both a dedicated and coincidental nature, MFL teachers must be provided with the appropriate evaluative tools so that they may decide to accept or reject these putative materials and give good reason for doing so. Despite the recent criticisms of checklist criteria the author argues in favour of the strict use of guidelines based on a solid theoretical background. These essential guidelines are offered in order to enable both the experienced as well as the novice CALL/WELL practitioner to decide upon those kinds of software which would be most appropriate to their particular teaching environment and teaching methodology.
Liam Murray,
University of Limerick