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words, website design is typically the province of the technical rather than the content expert. However, increased awareness of user issues relating to website design means that website usability is an area that touches those groups involved in educational website development, such as academic content providers, who would not previously have thought this to be relevant to their work. The concept of usability was originally developed within the discipline of HCI (Human-Computer Interaction) and applied to the interaction of one user with one computer. A decade ago, Preece et al. (1994) described usability as a “key concept” in HCI, “concerned with making systems easy to learn and easy to use” (Preece et al. 1994:14), and distinguishable from the notion of “user experience”, which encompasses a wider set of concerns such as creating systems that are satisfying, enjoyable, fun, entertaining, helpful, aesthetically pleasing, supportive of creativity, rewarding or emotionally fulfilling.
The purpose of this paper is to present the main characteristics of several language learning systems, such as Web-CALL, IwiLL, BRIX as well as WSML are and evaluate the usability of assigned websites for learning and teaching Chinese as foreign language based on the case study conducted on three objectives, in the hope of getting a proposed framework for websites that can help to improve the usability.
The websites are:
https://www.bbc.co.uk/languages/chinese/real_chinese/
https://www.chinese-tools.com/learn/chinese
https://chinesepod.com/
Justification
Second Language Acquisition (SLA) is one of many academic fields in which Internet technology has been applied in instruction. Distance education is desirable for SLA, especially for languages that are not commonly taught in a given institution (Fleming and Hiple, 2002). According to a survey conducted by the Chinese Language Teachers Association in 1996, many U.S. institutions did not offer Chinese programs because there were not enough prospective learners at their home institutions. Online language learning provides an opportunity for universities to offer courses in any language by combing scattered groups of learners from diverse locations. Furthermore, online learning also enables global language-partnerships between second language learners and native speakers who can collaborate and serve as peer educators.
The purpose of this paper is to propose a framework for the development and evaluation of the assigned websites, based on integrating an adaptation of Tyler’s principles within the levels of cognitive learning in Bloom’s Taxonomy. The methodologies for delivery of online materials and evaluation of outcomes specific to the assigned websites are discussed. Examples are suggested to achieve each learning level objective. The framework will then be functionally evaluated by applying it to the studied websites.
Operational Definitions
CALL: Computer-assisted language learning (CALL) is a form of computer-based learning which carries two important features: bidirectional learning and individualized learning. It is not a method. CALL materials are tools for learning. The focus of CALL is learning, and not teaching. CALL materials are used in teaching to facilitate the language learning process. It is a student-centered learning material, which promotes self-paced learning.
Web-CALL (Fujii, Iwata, Hattori, Iijima, & Mizuno, 2000) is an easy-to-use system allow