Interface architecture for testing in foreign language education

The implications of new learning environments have been far-reaching and pervasive (Plass, 1998), at least in the field of interface design both in traditional computer and mobile devices (Fallahkhair, Pemberton, & Griffiths, 2007). Given the current status of efficient models, educators need th...

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Bibliographic Details
Published in:Procedia, social and behavioral sciences social and behavioral sciences, 2009, Vol.1 (1), p.2754-2757
Main Author: Laborda, Jesús García
Format: Article
Language:English
Subjects:
Computer Assisted Instruction
Computer Assisted Testing
Computer Interfaces
Design
Educational Environment
Foreign language
Handheld Devices
interface design
language learning
Language Tests
Second Language Instruction
Second Language Learning
Second Languages
Test of English as a Foreign Language
testing
Visual Learning
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Summary:The implications of new learning environments have been far-reaching and pervasive (Plass, 1998), at least in the field of interface design both in traditional computer and mobile devices (Fallahkhair, Pemberton, & Griffiths, 2007). Given the current status of efficient models, educators need the unproven unification of interfaces and working areas, which may facilitate the students’ integration within the working areas of computer based language testing (CALL) (Cushion, 2006). Based on previous works on interface design by Fulcher (2003), Chapelle & Douglas (2006) and Garcia Laborda (2007) and interface validation by Garcia Laborda & Magal Royo (2007) and current developments (IATEFL or TOEFL), in this paper we concentrate our efforts on describing the design and implementation as well the design principles of the working area of the computer assisted language testing (CALT) platform called PAUER that has been sponsored by the Spanish Ministry of Education between 2007-2010. As most areas of practice in higher education shift online, the work of learners and teachers increasingly takes place within the domain of similar platforms. The digital learning facilities will certainly follow similar patterns and lay outs, thus this presentation will reflect and be valid for similar projects worldwide. Since this platform is mostly based on visually enhanced learning, this paper analyses and critiques the form of visuality in which the contents are presented. The paper ends up considering issues such as ways of transmitting the information, meanings of icons and visual presentation, and the type of pedagogy that has been used to design PLEVALEX and PAU-ER. (Contains 4 figures)
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2009.01.488