Beyond the “wow” factor—Evaluating multimedia language learning software from a pedagogical viewpoint

Abstract

Much computer-assisted language learning (CALL) software engenders a mixture of reactions upon initial exposure. For teachers, this may obscure a more objective view of the benefits to the learner. This article considers ways in which a languages teacher or a languages department might evaluate language learning software on a pedagogical basis. It emphasises that the classroom teacher is already in possession of much of the knowledge to do this successfully. It illustrates what might be considered good practice in various areas. This is done by matching a learning and teaching approach as currently practised within the U.K. secondary school environment against features of various CALL software packages.