Evaluating CALL use across multiple contexts

Abstract For an audience of teachers, materials developers, students, and other applied linguists, three key issues in materials evaluation are establishing a means of drawing on professional knowledge about language learning in the evaluation process; recognizing the tension between the utility of robust evaluation results and the inherent context-specific nature of evaluation; and articulating the need for a procedure that produces stable, defensible results. This study explored one approach to addressing these issues when evaluating computer-assisted language learning (CALL) materials. A survey was developed and used in a multiple case study in twelve different English language classes in four countries. Results on six different criteria indicated generally good internal consistency. Findings from classes both inside and outside the USA suggest that the survey approach combined with multiple case studies had the sensitivity to reveal some differences both within and across classroom contexts. This study illustrates an additional method that can easily complement the more traditional process- and outcomes-based approaches for CALL evaluators.