Developing CALL Materials:
Processes and Procedures

By
M. Williams

Applied Linguistics 8660
Materials Design, Development and Publication
Fall Semester, 2002

Preplanning
The initial stages included identifying the audience. I investigated questions such as: Who will use the materials? What are the ages and English proficiency levels of targeted learners? What are their reasons for learning English? I also examined students' language needs. What did they need or want to learn to do with English?

After examining these issues, I determined to target higher proficiency English as a Second Language (ESL) learners ages 9 - 12. My targets were students who needed to learn English skills that would prepare them for the rigorous academic requirements of middle school. The goal was to increase students' comprehension, as well as verbal and written vocabulary. After establishing the goal, I "integrated computer technology into the task" (Egbert, 1999). Using the existing ESL text serving as the foundation for the topical content, these sets were designed as enrichment or practice activities for the adopted textbook for the ESL program.

By following the "rules of good writing" (Reid, J., 1994): (1) writing for an audience I was familiar with, (2) trying to write about what I know about, and (3) having a clear purpose for my writing/developing, I was able to create a set of activities that provided "the pedagogical realisation of the materials" (Jolly, D. and Bolitho, P., 1990).

Development
The final product was the result of learning a new software program and using this knowledge to create language learning sets. While incorporating both implicit and explicit learning strategies (DeCarrico, 2001), I created fifteen interactive computer activities for students to use as a learning tool. The unit, "The American Revolution," was created as five topics with learning objectives and three activities for each topic/learning objective.

Using Hot Potatoes (Holmes, 2002) software to build the set, I developed each activity as either a JCross (crossword puzzles), JMatch (matching exercises), JCloze (fill in the blank exercises), JBC (multiple-choice exercises), JMix (jumbled sentences), or JQuiz learning opportunity.

In the first topic, students learned about the first American colonies using JCloze, JCross, and JMatch activities. Students learned new vocabulary and history of the American colonies.

The second topic exposed students to the colonists' feelings toward taxes on tea. This set built on the vocabulary and history encountered in the first set of activities. Students learned using JBC, JCloze, and JCross activities.

The Boston Tea Party was the content for the third topic. Students learned how this historical event influenced the colonists. This set of activities included JCloze, JCross, and JMix activities.

The fourth topic allowed learners to read about the Declaration of Independence and General Washington. Learners acquired new and reviewed previously learned material by using JCloze, JMatch, and JBC exercises.

In the last topic, students learned about the Battle of Yorktown and America's declaration of its independence from England. JBC and JMatch exercises were used for this topic. Also, grammar lessons were integrated into the history lessons of this topic.

Feedback and Revisions
Feedback was solicited from second language learners and teachers. Student input during the development of materials was invaluable, (Kessler, G. and Plakans, L., 2001). Since they are the audience for material, their ability to use and learn from materials must be considered. Receiving feedback from a variety of learners provided insights into how they approached a particular learning task, CALL software, and the specific content of the material. Also, it was important to observe learners using materials in the ultimate learning environment.

As I observed participants interacting with the activities, I received valuable input for further refining the activities. Although observing proved to be more valuable, I also solicited verbal and written feedback from participants. After reviewing feedback and examining the Top Five Design Concepts, (Shin, J. and Wastell, D.G., 2001), I revised the learning activities with listening activities, easier to understand directions, and graphics. I created easier test questions and changed the targeted level. Vocabulary lists for puzzles were added. I created links from the activities to the home page. Too, I even shortened the length of some activities.

Final Reflection
Throughout the history of education, new instructional developments have enhanced language learning in the classroom -- chalk and board, overhead projectors, dry erase boards, and now computers and technology. However CALL has the potential to revolutionary changes in second language acquisition (SLA).

This semester, I have experienced a new system of teaching and learning. I have learned new strategies and design models to use with second language learners. I have learned how sound, graphics, content, etc. all work together to facilitate SLA, thus creating the ultimate learning environment. I have learned CALL framework methodology. Fundamentally, I have learned to be a materials writer and designer. I have learned to weave a wonderful learning tapestry using content, pedagogy, and CALL design methodology.

References

Decarrico, J.S. (2001). Vocabulary learning and teaching. In Marianne Celce-
Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 285-299).

Egbert, J. (1999). Classroom practice: Creating interactive CALL activities. In
Joy Egbert and Elizabeth Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 27-51). Alexandria, VA: TESOL.

Holmes, Martin. Web-based language learning materials. Retrieved August 18,
2002, from http://web.uvic/ca/hcmc/rnd/weblang/.

Jolly, D. and Bolitho, R. A framework for materials design. In Brian Tomlinson
(Ed.), Materials development in language teaching (pp. 90 - 115). Cambridge: Cambridge University Press.

Kessler, G., and Plakans, L. (2001). Incorporating ESOL learners' feedback and
usability testing in instructor-developed CALL materials. TESOL Journal 10 (1), 15-20.

Reid, J. Developing ESL writing materials for publication OR writing as a
learning experience. In Patricia Byrd (Ed.), Material writer's guide (pp. 64-78). Boston: Heinle & Heinle.

Shin, J., and Wastell, D. (2001). A user-centered methodological framework for
the design of hypermedia-based call systems. CALICO Journal 18 (3), 517-537.