Between theory and reality: Teachers' perspective on evaluating websites for teaching purposes

1. Between theory and reality: Teachers' perspective on evaluating websites for teaching purposes Neny Isharyanti & Anne I. Timotius Satya Wacana Christian University TEFLIN 2006

2. Outline • Introduction • Review of Literature • Research Questions • Methodology • Results and Discussions • Recommendation • Question and Answer

3. Introduction • Ease of the Internet • Access • Creation • Materials for teaching • Credibility of sources? • Teachers’ responsibility • Research vs. experiences

4. Review of Literature • General Website Evaluation Guidelines • content-related criteria (more emphasized) • style-and-functionality-related criteria

5. Review of Literature (con’t) • content-related criteria • authority • accuracy • comprehensiveness/coverage • objectivity/bias • currency • domain name • links/further information

6. 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

7. Review of Literature (con’t) • Criteria for CALL Learning Tasks Appropriateness • Chapelle (2001) • Egbert (2005) • Davies (2005)

8. Review of Literature (con’t) • Chapelle (2001) & Egbert (2005) • Language learning potential • Learner fit • Meaning focus • Authenticity • Positive impact • Practicality

9. Review of Literature (con’t) • Davies (2005) • Interface • Credibility • Currency

10. 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?

11. Subjects • 22 teachers in Round Table Discussion (RTD) Program • All but one are computer literate • Frequency of computer and internet usage

12. Frequency of Computer Usage

13. Frequency of Internet Usage

14. Methodology • Questionnaire • Background of Subjects • Preferred Criterion • Criterion Importance • Before RTD • Descriptive Statistics

15. Results and Discussions • Preferred Criterion • Importance of the Criterion • Comparison

16. Preferred Criterion

17. Importance of the Criterion

18. Comparison

19. Top vs. Bottom List • Consistent • Top list • learner fit • Authenticity • meaning focus • Bottom list • interface • credibility • positive impact • Not consistent • Language learning potential • practicality

20. Conclusion • Research vs. study • Preferred criterion • Research: all criteria • Study: Practicality and learner fit  most preferred • Importance of criterion • Language learning potential  most important

21. Conclusion (con’t) • Easier to spot • Practicality • Learner fit • More subtle features • Language learning potential • Meaning focus

22. Conclusion (con’t) • Two levels of search and evaluation? • Search Results (short listing) • Easier features to spot • Deeper evaluation (actual selection) • More subtle features

23. Recommendation • Further study • Interview • Behavior tracking

24. Questions? Thank you!

25. Contact us: • Neny Isharyanti • neny@staff.uksw.edu • http://neny.edublogs.org • Anne I. Timotius • Anne.timotius@gmail.com • http://annei.edublogs.org