The Quality of Software for Computer-Based Literacy Learning

Abstract

Literacy learning programs using computers have been developed on a variety of assumptions about language, language learning and instructional design. This paper will explore a number of criteria for the assessment of computer assisted language learning (CALL) programs based first, on a functional model of language and literacy and second, on a number of criteria for good instructional design. The first criterion, language learning, derives from the insights obtained from a functional linguistics which links texts to cultural context, and views language as a set of resources for use. Reading and writing are seen as learned social and cultural practices, so that cultural concerns of, for example, the local region or community, have a systematic and specifiable realisation in texts, language use and students' understandings. Criteria obtained from the field of instructional design are also used to evaluate the software programs. They are the purpose, content, structure, navigation, learner control, presentation style, and feedback. From the above evaluation, we provide insights for making decisions about the quality and usefulness of software programs for language-based literacy learning, and list some programs that rate moderately on these criteria.