Term Paper on "Software Evaluation"

Term Paper 4 pages (1212 words) Sources: 2

[EXCERPT] . . . .

Educational Software Evaluation

Language-learning software

Download.com (download.com) offers 770 different language learning software packages. This author had an opportunity to review several programs, and will present them here. In reviewing 10 software packages, the author has chosen three which seem to be the best in their category. This paper will discuss the different types of language learning criteria, and compare the software packages to the criteria which the author feels are the most important.

Types of Language Software

The simplest way classify language software is by intended use: is it for actually learning the language, or is it more for performing well in school? Each of these programs is oriented towards high-school students, but some can equip these students with the language tools they need if they tour the country, or need to communicate with someone in his/her native language. Others provide tools, such as rote learning or memorization, which may help on tests but may not provide much real-world utility.

This review looks at a number of languages: Russian, Japanese, Mandarin, Spanish and French. The language being learned is less important than the teaching methodology. Which software meets its goals, whether for study or true language proficiency?

Criteria for Selection

The primary question is: how close does the language software come in achieving its stated goal? The language software must be engaging, give feedback, and be fun for the student to use. The old-fashioned, non-computer methods of rote memorization weren't effective because the student became bored quickly. Retention is helped by games, visual clues, and socialization.

The primary selection criteria for these software packages were therefore user involvement: how many senses were involved in the use of this software? How much fun can a student have with it? Can the student get feedback from his/her own voice? Are the methods progressive, with a sense of advancement? Can it be tied to social interaction, such as working with fellow students? To this end, the author used the criteria selected by the National Foreign Language Resource Center (NFLRC)

What they were all missing

None of the software offerings included a social package. In these days of instant internet communication, it makes no sense why the software cannot connect to foreign-language sites or social interaction sites with native language speakers. By combining the social aspect (meeting people, discussion groups) with the language aspect, the high school student can see the relevance of the language tools, and be challenged (in a good sense) to improve his/her skills.

Comparative table

The author reviewed software according to the following criteria

Operating system: All were Microsoft based, but not all were able to run Windows 2003

Vista?: Going forward, each software package must have a Vista capability. Failure to do so demonstrates a lack of commitment to future upgrades.

Native speaking? In other words, can the student hear native voices speaking the language? This is key to understanding and learning.

Can play back? This means the ability for the student to hear his/her voice, which helps in forming a better accent.

Learning system: There was wide variety here.

Social ties? Was the student able to use the software with his/her friends? This helps to reinforce involvement and make learning fun.

Game based? Games help to increase student interest and involvement.

Year introduced: This is key, as older programs may not have the graphics and interactive tools available to enhance the learning experience.

Those programs which are in red will be reviewed in summary below Speak2Easy Language Learning Expert 3.07

This program was chosen because it is a long-running program which has kept up with the latest in interactive technology. It is oriented… READ MORE

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