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Implementation of CALL Evaluation Checklist

Scenario and Values


Scenario
The scenario in this evaluation is a college ESL program for international students who
intend to enter universities in the United States. Students are adults from various countries with
diverse native language and culture background. Their English language proficiency ranges from
low-intermediate level to high-intermediate level whilst their computer application skills are
advanced. Most students have just graduated high school and the rest of them hold a few
bachelors degree in different disciplines.

Table 1
Characteristics of ESL Students
Characteristics

Descriptions

Age

Ranges from 18 to 26

Education level

Mostly high school degree from home country. The rest of them
hold bachelors degree from home country in science, business,

Native languages

and arts fields


Arabic, Chinese, Farsi, Japanese, Spanish, Portuguese, French,
Thai, German

Purpose for learning English

To meet the requirements of entering universities in the United


States

Computer skills

Advanced

Proficiency levels

Ranges from low-intermediate level to high-intermediate level

Values
Most of my values of teaching ESL are more aligned with constructivism whilst some of
them fall under the cognitivism continuum. The values reflected in this evaluation
implementation are:
a)
b)
c)
d)
e)
f)
g)

Offers interactiveness
Provides authentic materials
Scaffolds construction of knowledge
Provides repetition of knowledge in various context genres
Connects the content and real-world environment schematically
Provides opportunities for collaboration
Uses diverse perspectives to present knowledge to learners

Relevance of CALL Programs


The CALL software/websites I evaluated for this project (see Appendix 1) were chosen
for the following reasons: practicality, appropriateness, accessibility, and relevance to my values.
Practicality is the most important criteria while u am choosing the websites or software because
the time given for language learning is limited, that means the tolls a teacher employs in
classroom should be able to improve learners performance significantly, as well as to make the
teaching process more efficient. In terms of appropriateness, it is a criterion that I take into
consideration to eliminate the endless computer-based ESL materials and tools to find out the
best ones that address the students needs in the scenario set in this evaluation. As for
accessibility, it has two criteria that I aim to meet. The first one is whether it is possible to access
the program online or offline. The second criterion of accessibility is that the software/website
should be as low-cost as possible due to the fact that the students in this scenario are full-time
students and may not have high income to support them to invest heavily on learning materials.
All the materials chosen for this evaluation allows students to practice their language skills in
certain level. For example, American Speechsounds for Academic offers audio clips, pictures and
explanations for learners to improve their English accents. It also allows students to record their
pronunciations and compare it to the standard American English records provided by the
program. It provides practices in both suprasegmental and segmental aspects.

Websites like Activities for ESL Students, Daves ESL caf, ESL Partyland were chosen
for the evaluation because they provide enormous amount of learning materials as well as
activities that cover from beginning level to advanced level. Spritz and Many Things are not
specifically designed for ESL/EFL learning, but they both can facilitate students learning since
they are related to reading skills. Oxford Picture Dictionary, English with Jennifer, and Flash
Card Exchange provide students with a good amount of graphics such as pictures, PowerPoint,
flashcards, and videos. They are applicable for most proficiency levels.
Checklist Function and Revisions
The first draft of this evaluation checklist has about only half of the criteria of the final
draft. For example, after adding the multimedia tools criterion, and the setting and
interoperability criterion, I felt that it became more functional. I did not include criteria like
objectivity because almost none of the website or programs that I evaluated had apparent conflict
such as advertising by the sponsor or was biased in their content. Then in the next revision, I
added more specific objectives under each category in order to more thoroughly examine the
website and software chosen for this project. However, after the implementation of the
evaluation checklist, I think more categories of criteria should have been considered in the
checklist, such as assessment, readability, and so on.
While I was evaluating the websites and programs, I find that I left too little space for the
comments column that some of my comments are condensed and the limited space influenced
the readability of my handwriting, too. I also felt like that it would have been better if I added a
criteria to evaluate the coverage of the contents, such as what topics are included, and the depth
of exploration of the knowledge, etc. I would like to add a category to evaluate the currency of
the materials, if possible. In that case, it will be more convenient when it comes to making
decisions of which material should be used since the checklist would provide more reference
under those categories.

Appendix 1

CALL Evaluation Checklist (1/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


Oxford Picture Dictionary Interactive CD-ROM is an interactive multimedia tool that
illustrates 3,700+ vocabulary with images, pronunciation and meaning for beginning to
intermediate level ESL/EFL learners.

Checklist
Domain

Criteria

Critique

Authenticity

Up-to-date materials
Language and materials used by the software

B
A

is authentic
Connection between the materials and real-

Comments

world application
Technical matter

Purpose

Language

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

B
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

A
A
B

objectives
Objectives are clear
Scaffolds the content from easy to difficult

B
C

Very userfriendly

Contents are

learning potential

Includes both schematic context and

arranged by

linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying A

topics rather

genres
Feedback

Learner fit

Interactivity

Multimedia tools
Settings and
interoperability

scaffolding
structure

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

B
C
B

answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to

B
C
A

maintain learner interest


Teacher fit

than by

More focused
on reading
and writing

Targets appropriate English


Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components
Graphic and video quality
Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
B
B
B
B
C
A
A
A
B

features)
Easiness to print off or copy materials

Conclusion:
OPD CD-ROM can be easily adapted to ESL teachers curricula because of its content
covers a wide range of topics and provides various activities. It allows collaboration but does not
provided many opportunities for students to communicate.

CALL Evaluation Checklist (2/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


Spritz is a bookmarklet that allows users to read website contents faster with paying less
effort by showing one word at a time quickly at the same place. Users do not have to waste time
on moving their heads or eyes but can stay highly focused at one place. Users can download and
install Spritz on their webpage browsers and select to read the parts they intend to.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials

Not ESL/EFL
focused
software so it
does not

Technical matter

Purpose

Language

Language and materials used by the software

is authentic
Connection between the materials and real-

world application
Directions are clear
Loading speed is fast
Easy to access targeted section or re-access

A
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
A
B

objectives
Objectives are clear
Scaffolds the content from easy to difficult
Includes both schematic context and

B
D
D

provide
learning
material

Improves
learners
reading speed

learning potential
Feedback

linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying D
genres
Evaluates accuracy of learners answers
Accepts alternative answers
Provides explanations for correct or incorrect

D
D
D

Provides

answers
Provides extra learning resources

within the

extra reading
websites
program

Learner fit

Teacher fit
Interactivity

Language skills are targeted by the software


Program allows for varying activities to

C
C

maintain learner interest


Targets appropriate English
Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components

C
B
B
D
D
D

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
A
C
B

features)
Easiness to print off or copy materials

More
appropriate
for individual
use

Multimedia tools
Settings and
interoperability

Conclusion:
Spritz was not specifically developed for ESL/EFL learning, therefore, it has its
limitations when it is employed in classroom. It could be used to help students who have
difficulties reading on screens and improve their reading speed.

CALL Evaluation Checklist (3/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


American Speechsounds for Academic is a software designed for learners who intend to
improve their English accents with a concentration of academic vocabulary.
Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

B
A

AWL,

is authentic
Connection between the materials and real-

world application
Directions are clear
Loading speed is fast
Easy to access targeted section or re-access

A
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

A
B
B

objectives
Objectives are clear

Technical matter

Purpose

campus slang
and idioms
are included

Objectives of
activities are
clear.
Learners can
target at what
they need

Language
learning potential

Scaffolds the content from easy to difficult


Includes both schematic context and

A
B

linguistic knowledge
Limit the use of learners native language
B
Provides opportunity to practice over varying B
genres

Feedback

Learner fit

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

B
C
C

No

answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to

B
B
B

answers
Writing skills

maintain learner interest


Teacher fit
Interactivity

Targets appropriate English


Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components

explanation
given for

are not
included

A
B
B
B
C
C

Communicati
on section is
not included
in this
program

Multimedia tools
Settings and
interoperability

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

A
A
A
A

features)
Easiness to print off or copy materials

Conclusion:
This software provides various practice of the knowledge with different context, which
promotes the repetition but does not wear away learners interest. Teachers who are not
confident with their pronunciation skills can use this as a supplement.

CALL Evaluation Checklist (4/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites

examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


Daves ESL Caf holds ESL learning and teaching materials as well as various exercises
and extra links to learning resources. It also has a forum for both students and teachers to
communicate.

Checklist
Domain

Criteria

Critique

Authenticity

Up-to-date materials
Language and materials used by the software

A
A

is authentic
Connection between the materials and real-

world application
Directions are clear
Loading speed is fast
Easy to access targeted section or re-access

B
A
B

Navigation is

to the saved materials


Reliability of privacy and safety issue

to get re-

Technical matter

Comments

not clear
enough. Hard
access
quickly

Purpose

Language
learning potential

Based on learners needs


Subject matter is relevant to course

A
A

objectives
Objectives are clear
Scaffolds the content from easy to difficult
Includes both schematic context and

A
B
B

linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying A
genres

Closely
related to
real-world
situations

Feedback

Learner fit

Teacher fit
Interactivity

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

B
B
A

The forum

answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to

A
A
B

for Q&A

maintain learner interest


Targets appropriate English
Aligns with course objectives

B
C

Not course-

Provides appropriate guidance when needed


Engaging and motivating learners
Allows collaboration between other students
Provides communication components

B
B
B
B

provides
opportunities

specific
Needs a bit
task-editing
work from
the teacher to
fit the class

Multimedia tools
Settings and
interoperability

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
A
B
B

features)
Easiness to print off or copy materials

Conclusion:
This website provides an enormous amount of ESL related materials ranging from
linguistic knowledge to job searching information. Teachers should carefully choose the
appropriate content that meets the requirements of their classes.

CALL Evaluation Checklist (5/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites

examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


Many Things is an ESL/EFL website that provides quizzes, games, anagrams, and
various learning activities for learners.

Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

A
A

All materials

is authentic
Connection between the materials and real-

world application
Technical matter

Purpose

Language
learning potential

and examined
by native
speakers

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

A
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
B
B

objectives
Objectives are clear
Scaffolds the content from easy to difficult
Includes both schematic context and

B
B
A

linguistic knowledge
Limit the use of learners native language
B
Provides opportunity to practice over varying A
Feedback

are provided

genres
Evaluates accuracy of learners answers
Accepts alternative answers
Provides explanations for correct or incorrect

B
B
B

answers
Provides extra learning resources

Not coursespecific

Learner fit

Teacher fit

Interactivity

Language skills are targeted by the software


Program allows for varying activities to

B
B

maintain learner interest


Targets appropriate English
Aligns with course objectives

C
C

Provides appropriate guidance when needed


Engaging and motivating learners
Allows collaboration between other students
Provides communication components

B
C
B
C

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

A
A
B
C

features)
Easiness to print off or copy materials

Contents need
to be adapted
to fit the class
More focused
on input
rather than
output

Multimedia tools
Settings and
interoperability

Conclusion:
Many Things is a great after-class learning resource since it provides not only reading
materials, but also the games and quizzes that allow students to enhance their retention.

CALL Evaluation Checklist (6/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:

Activities for ESL Students is a website that holds tests, activities and other learning
materials for ESL learners. It also provides bilingual quizzes in a wide range of languages to
English.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

B
B

Some

is authentic
Connection between the materials and real-

world application
Directions are clear
Loading speed is fast
Easy to access targeted section or re-access

A
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
B
B

objectives
Objectives are clear

Technical matter

Purpose

Language
learning potential

Scaffolds the content from easy to difficult


Includes both schematic context and

B
B

linguistic knowledge
Limit the use of learners native language
B
Provides opportunity to practice over varying A

material looks
outdated

Contributed
by many
teachers so
objectives
might vary
Quizzes and
materials are
arranged by
their
difficulty

genres

levels
Feedback

Learner fit

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

B
B
B

answers
Provides extra learning resources
Language skills are targeted by the software

A
B

Mostly

Program allows for varying activities to

maintain learner interest

focused on
reading and
writing skills

Teacher fit
Interactivity

Multimedia tools

Targets appropriate English


Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components
Graphic and video quality
Loading speed

B
C
B
C
B
B
C
B

Multiple language choices, reading speed


Flexibility (Users can customize certain

B
C

features)
Easiness to print off or copy materials

Boring layout
Very few
pictures or
videos

Settings and
interoperability

Conclusion:
This website provides a lot of interesting ESL/EFL activities and materials, but the layout and the design of the website is monotonous so that makes it harder to make better use of the
contents, or to further explore the website and the materials it offers.

CALL Evaluation Checklist (7/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:

ESL Partyland is a website designed to provide teaching materials to ESL/EFL instructors


as well as to offer ESL/EFL learners tools to study online.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

A
A

Contents are

is authentic
Connection between the materials and real-

world application

arranged by
topics.
Closely
related to the
real-world

Technical matter

Purpose

Language
learning potential

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

B
B
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
B
B

objectives
Objectives are clear
Scaffolds the content from easy to difficult
Includes both schematic context and

A
B
A

linguistic knowledge
Limit the use of learners native language
B
Provides opportunity to practice over varying A
Feedback

genres
Evaluates accuracy of learners answers
Accepts alternative answers
Provides explanations for correct or incorrect

B
C
B

Teachers and

answers
Provides extra learning resources

to each other

students can
give feedback
via the
website

Learner fit

Language skills are targeted by the software

Teacher fit
Interactivity

Multimedia tools
Settings and
interoperability

Program allows for varying activities to

maintain learner interest


Targets appropriate English
Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components
Graphic and video quality
Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
B
B
B
C
C
B
B
B
C

features)
Easiness to print off or copy materials

Conclusion:
I think this website is more suitable for teachers to employ to help themselves plan the
lessons and to use it as a facilitation in the classroom because most of the materials given in the
website are for teaching. Students can use it for extra practice.

CALL Evaluation Checklist (8/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B(Good),
C(Poor), and D (Very poor).

Introduction of the CALL software/website:


ESL with Jenneifer is a YouTube channel that provides videos and discussions for ESL
learners and teachers. Users can go to the channel by searching ESL with Jennifer on YouTube.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

A
A

All videos are

is authentic
Connection between the materials and real-

world application
Technical matter

Purpose

Language
learning potential

and the
knowledge
are applicable

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

A
A
A

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
B
B

objectives
Objectives are clear

Scaffolds the content from easy to difficult


Includes both schematic context and

recently made

B
A

linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying A

Connection
between
different
lessons are
not clear
Contents are
arranged in
two main
styles:
scaffolding,

genres

and by topics
Feedback

Learner fit

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

B
B
B

answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to

B
B
B

maintain learner interest

Speaking
skills need to
be more wellrepresented

Teacher fit
Interactivity

Multimedia tools
Settings and

Targets appropriate English


Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components
Graphic and video quality
Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
B
A
B
B
B
A
A
A
A

features)
Easiness to print off or copy materials

Hard to print

Conclusion:
This YouTube channel can be used in a flipped classroom. Teachers can let students
watch the videos at home and discuss their questions in class.

CALL Evaluation Checklist (9/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites
examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


Flash Card Exchange is a web-based program that allows learner to create their own
vocabulary flashcards, and study the new vocabulary.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

C
A

The site is not

is authentic
Connection between the materials and real-

world application

ESL-specific
so it does not
provide
learning
materials

Technical matter

Purpose

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

A
A
B

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

B
A
B

objectives
Objectives are clear

Learners or
teachers
design their
own cards
based on their

Language
learning potential

Scaffolds the content from easy to difficult


Includes both schematic context and

C
C

linguistic knowledge
Limit the use of learners native language
B
Provides opportunity to practice over varying C

own needs
These
features are
not presented
because it is
not ESL-

genres

specific
Feedback

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

C
C
C

answers
Provides extra learning resources

website
These
features are
not presented
because it is
not ESLspecific

website. But
users can
Learner fit

Teacher fit
Interactivity

Language skills are targeted by the software


Program allows for varying activities to

B
C

maintain learner interest


Targets appropriate English
Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components

C
C
B
C
B
C

browse

Students can
get motivated
while making
their cards

Multimedia tools
Settings and
interoperability

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

A
A
B
A

features)
Easiness to print off or copy materials

Conclusion:
I would recommend students to use this website to create their own vocabulary flashcards
or design vocabulary games with their partners to increase opportunities for them to practice
their language skills in more different contexts.

CALL Evaluation Checklist (10/10)

This checklist should be used to examine whether CALL software/website is suitable for an
ESL/EFL class or could efficiently help improve learners performance. The software/sites

examined using the following criteria and will be rated on a scale from A (Very good), B (Good),
C (Poor), and D (Very poor).

Introduction of the CALL software/website:


The official website of the GMAT exam introduces the nature of the exam, and provides
materials for exam takers to prepare for it. The prep-kit can be purchased and installed on
learners computers. It provides academic vocabulary that prepares ESL/EFL exam takers.

Checklist
Domain

Criteria

Critique

Comments

Authenticity

Up-to-date materials
Language and materials used by the software

A
B

Some

is authentic
Connection between the materials and real-

world application

materials are
too examoriented. Not
highly
applicable

Technical matter

Purpose

Language
learning potential

Directions are clear


Loading speed is fast
Easy to access targeted section or re-access

A
A
A

to the saved materials


Reliability of privacy and safety issue
Based on learners needs
Subject matter is relevant to course

A
A
B

objectives
Objectives are clear
Scaffolds the content from easy to difficult
Includes both schematic context and

B
B
A

linguistic knowledge
Limit the use of learners native language
A
Provides opportunity to practice over varying B
genres

Sample
practices are
simple and
easy to
follow, but
the actual

practices can
Feedback

Learner fit

Teacher fit
Interactivity

Evaluates accuracy of learners answers


Accepts alternative answers
Provides explanations for correct or incorrect

A
B
A

answers
Provides extra learning resources
Language skills are targeted by the software
Program allows for varying activities to

A
B
B

maintain learner interest


Targets appropriate English
Aligns with course objectives
Provides appropriate guidance when needed
Engaging and motivating learners
Allows collaboration between other students
Provides communication components

A
B
A
B
C
C

be very
Explanations
are in great
details

The practices
are engaging
but the
difficulty
level is not
highly
motivating

Multimedia tools
Settings and
interoperability

Graphic and video quality


Loading speed
Multiple language choices, reading speed
Flexibility (Users can customize certain

B
A
B
B

features)
Easiness to print off or copy materials

Conclusion:
The GMAT prep-kit is a bit expensive compared to the other websites/software evaluated
in this project. It only provides limited attempts for mocking exams, too. However, students can
gain critical thinking training and perfect their language skills through practicing with the
exercises and mocking exams with the kit.

Appendix 2
List of software and websites reviewed
Software/website name

Link or publisher

Oxford Picture Dictionary

https://elt.oup.com/catalogue/items/global/dictionari
es/oxford_picture_dictionary/?

Spritz

cc=us&selLanguage=en&mode=hub
http://spritzinc.com/

American Speechsounds for

http://www.englishtalkshopshop.com/store/America

Academic
Daves ESL Cafe

n-Speechsounds-for-Academics-P16.aspx
http://www.eslcafe.com/

Many Things

http://www.manythings.org/

Activities for ESL Students

http://a4esl.org/

ESL Partyland

https://www.eslpartyland.com/

ESL with Jennifer

https://www.youtube.com/user/JenniferESL

Flash Card Exchange

http://www.cram.com/

GMAT Prep

http://www.mba.com/us