Guiding principles for the appraisal of English-teaching software

Abstract

Abstract This qualitative study was motivated by the lack of appropriate guidelines and criteria for the assessment and selection of suitable Computer Assisted Language Learning (CALL) applications focusing on English First Additional Language (EFAL) for Senior Phase (Grades 7-9) learners in Gauteng. Therefore, the study set out to formulate guiding principles that evaluators could reference in assessing and selecting EFAL CALL applications. A developmental research design was adopted to facilitate the inductive development of guiding principles suitable for the appraisal of EFAL CALL applications. A purposively selected sample consisting of Grade 7-9 learners, Grade 7-9 EFAL teachers and education officials was used to collect qualitative data. Development sessions were repeated until nothing new emerged. After a process of analysis and constant refinement of codes emanating from the data, eight guiding principles were determined. The findings of the study provide essential perspectives on the use of English-teaching software through the lens of learners, teachers and education officials. These perspectives are crucial in shaping the discourse on the use of technology as a lever for the enhancement of the quality of teaching and learning in the classroom. They provide voices that are often lacking in high-level policy discussions undertaken by Umalusi, the Council for Quality Assurance in General and Further Education and Training in South Africa.