between theory and reality: teachers' perspective on evaluating websites for teaching purposes
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Between theory and reality: Teachers' perspective on evaluating websites for teaching purposes. Neny Isharyanti & Anne I. Timotius Satya Wacana Christian University TEFLIN 2006. Outline. Introduction Review of Literature Research Questions Methodology Results and Discussions - PowerPoint PPT PresentationTRANSCRIPT
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Between theory and reality: Teachers' perspective on
evaluating websites for teaching purposes
Neny Isharyanti & Anne I. Timotius
Satya Wacana Christian University
TEFLIN 2006
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Outline
• Introduction• Review of Literature• Research Questions• Methodology• Results and Discussions• Recommendation• Question and Answer
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Introduction•Ease of the Internet
–Access–Creation–Materials for teaching
•Credibility of sources? •Teachers’ responsibility•Research vs. experiences
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Review of Literature
•General Website Evaluation Guidelines
–content-related criteria (more emphasized)
–style-and-functionality-related criteria
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Review of Literature (con’t)•content-related criteria
–authority–accuracy–comprehensiveness/coverage –objectivity/bias–currency–domain name–links/further information
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Review of Literature (con’t)
•style-and-functionality-related criteria–website interface–ease of navigation–speed of download– the use of multimedia– requirements of the website–browser compatibility
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Review of Literature (con’t)
•Criteria for CALL Learning Tasks Appropriateness–Chapelle (2001)–Egbert (2005)–Davies (2005)
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Review of Literature (con’t)
•Chapelle (2001) & Egbert (2005)–Language learning potential–Learner fit–Meaning focus–Authenticity–Positive impact–Practicality
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Review of Literature (con’t)
•Davies (2005)– Interface –Credibility–Currency
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Research Questions
• Based on the criteria suggested by research, which criteria are of teachers’ consideration when they select a website for teaching purposes?
• Among those criteria, which criteria which the teachers consider to be more important?
• Is there a difference between the research criteria and the teachers’ criteria?
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Subjects
•22 teachers in Round Table Discussion (RTD) Program
•All but one are computer literate
•Frequency of computer and internet usage
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Frequency of Computer Usage
Computer Usage
10; 47%
6; 29%
4; 19%
1; 5%
Everyday
2-4 times a week
once a week
2-4 times per month
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Frequency of Internet UsageInternet Usage
3; 19%
3; 19%
6; 37%
4; 25%
Everyday2-4 times a weekonce a week2-4 times per month
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Methodology
•Questionnaire –Background of Subjects–Preferred Criterion–Criterion Importance
•Before RTD•Descriptive Statistics
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Results and Discussions
• Preferred Criterion• Importance of the Criterion• Comparison
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Preferred Criterion
No Criteria Number of responses
1 learner fit 10
2 practicality 10
3 authenticity 8
4 meaning focus 8
5 interface 7
6 language learning potential 7
7 credibility 6
8 positive impact 5
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Importance of the Criterion
Order of Importanc
e Criteria
Absolutely not
important
Not importan
t
Quite importan
t ImportantVery
important
Total responses/crit
eria1 2 3 4 5
1 language learning potential 0 0 0 6 5 11
2 meaning focus 0 0 3 2 6 11
3 authenticity 0 0 2 4 3 9
4 learner fit 0 1 0 4 5 10
5 practicality 1 0 0 4 5 10
6 credibility 0 1 1 3 5 10
7 interface 0 2 1 4 3 10
8 positive impact 0 3 4 2 1 10
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ComparisonOrder of No. of Response Preferred Criteria
Order of Importance Criteria Importance
1 learner fit 1 language learning potential
2 practicality 2 meaning focus
3 authenticity 3 authenticity
4 meaning focus 4 learner fit
5 interface 5 practicality
6 language learning potential 6 credibility
7 credibility 7 interface
8 positive impact 8 positive impact
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Top vs. Bottom List
• Consistent– Top list
• learner fit• Authenticity• meaning focus
– Bottom list• interface• credibility• positive impact
• Not consistent– Language learning potential– practicality
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Conclusion
•Research vs. study–Preferred criterion
•Research: all criteria•Study: Practicality and learner fit most preferred
– Importance of criterion•Language learning potential most important
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Conclusion (con’t)
•Easier to spot–Practicality–Learner fit
•More subtle features–Language learning potential–Meaning focus
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Conclusion (con’t)
•Two levels of search and evaluation?–Search Results (short listing)
•Easier features to spot
–Deeper evaluation (actual selection)•More subtle features
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Recommendation
•Further study– Interview–Behavior tracking
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Questions?
Thank you!
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Contact us:
•Neny Isharyanti–[email protected]–http://neny.edublogs.org
•Anne I. Timotius–[email protected]–http://annei.edublogs.org