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SOFTWARE EVALUATION REPORT

NUR ZAFIRA BINTI ZULKEFLI
(MPP 161036)
Website evaluated: ABA English
URL: https://campus.abaenglish.com/en
Rapid evolution of communication technologies has transformed language
pedagogy and language use, enabling new forms of discourse, new forms of
authorship, and new ways to create and participate in communities (Kern, 2006).
Today, language learning is no more traditional chalk and talk, it embodies the
integration of sophisticated softwares and tools in the classroom. This, coupled with
the Internet, which Eastman (2001) terms as an all-powerful platform that enables
communication outside one's immediate physical environment facilitates language
learning by making learners able to receive not just words, but sounds and pictures;
and being able to produce content, rather than simply passively receive it (Eastman,
2001). However, as Blake (2013) contends, not every language teacher will actively
wish to launch into the creation of technologically based materials for their students;
but everyone should be interested in evaluating CALL materials in the service of the
foreign / second language curriculum.
In the light of that, it is vital that ELT professionals conduct a thorough
evaluation of the CALL software that they intend to use with their students. In this
report, an evaluation of the website https://campus.abaenglish.com/en will be
attempted judgementally using Hubbards (2006) Methodological Framework. An inclass activity will then be devised based on the usage of this software, and
subsequently assessed using Chapelles (2001) criteria for CALL task. Upon
successful employment of the task in the classroom, an empirical evaluation of it will
be conducted, as to analyse its practicality and the issues that may have arised within
the implementation.

The interface of ABA English website

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Judgemental Evaluation of ABA English
ABA English is a website created by an organization called American and
British Academy, which aims to make English learning accessible, fun and easy for
everyone. The Academy firmly believes that language learning occurs best when
learners are immersed in the language naturally, by interacting with native
speakers i.e. from the UK and the USA, using quality audiovisual materials. This
interactive learning platform is hoped to provide learners with an authentic learning
environment just as if the student is living or working in English-speaking countries
(minus the costs, of course).

i. Technical Preview
As Hubbard (2006) asserts, technical preview involves the teacher ensuring
that the software will run the way he or she wants it to, on the equipments that are
available to him or her as well as the learners. The ABA English website basically
required two tools; a computer (with microphone and a speaker / headset) and an
Internet connection. The website is accessible from virtually any platform: if the
learner prefers, he or she can also access the website using a mobile phone or a tablet.
One interesting feature of the software is learners can also download the ABA English
mobile app, which means that no web browser is required less fiddling and more
learning! Having a mobile application version of the software also enables learners to
learn practically anywhere on the couch or even at the beach. The softwares
portability resounds Egbert (2005)s notion that CALL technologies are no longer
limited to desktop computers but include any form of electronic, chip-driven
technology and the software that makes it run: including personal digital assistants
(PDAs); cell phones with text messaging and Web searching capabilities.
However, it is worth noting that both the website and the mobile app do not
work when there is no working internet connection. ABA Englishs tasks are mainly
based on audiovisual contents, and these may only be accessed online and cannot be
pre-loaded into the device. This may prove to be a hindrance as not all learners have
access to good internet connection the video content, especially, may be stuck at
times if the Internet access is not stable enough.

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2. Operational Description
Hubbard (2006) puts forward that it is imperative that the evaluator
understands the software: how it operates, and that the flow of lessons must be
understood prior to making any judgment(s). A brief overview of how the software
functions will be described below:

1. The learner has to register for an account at the website before they are able to use
it. Learners also have the option(s) to login using their existing Facebook or LinkedIn
account. (Notice that the interface of the website contains a snippet of what learners
should expect from the website what is going to be done, and subsequently what is
aimed to be achieved.

2. Not all learners are of the same level, and different people learn English for
different purposes. ABA English tries to cater to these by prompting the learners to
indicate their English proficiency level, upon successful registration on the website.

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3. Learners unsure of their level? Fret not, the ABA English website also includes a
Level Test, which will determine the students proficiency level.

4. The sets of modules that will be presented to the learners will be tailored to the
students level as chosen, or as what has been determined by the test here.

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5. Learners are then greeted with the interface of a video. After watching the whole
video, learners will have to complete six units in the module, which are:

i. Speaking

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ii. Writing

iii. Interpreting

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iv. Video Class

v. Exercises

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vi. Vocabulary
6. After they are finished with the six units, they will be taken to the assessment page,
which will test what they have learnt throughout the module.

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3. Teacher fit
Teacher Fit, as Hubbard (2006) explains, reviews the language teaching approach
that the software is based on, which in turn will be compared to the evaluators own
approach. The exercises (as previously explained in the Operational Description)
mainly employ the Behaviourist Approach (as popularized by Watson, 1913, and
Skinner, 1948).
4. Learner Fit
In his Methodological Framework for CALL Material Evaluation, Hubbard
(2006) also postulates the importance of (1) how well the content, skills, and language
level of the software adhere to the students needs, and (2) how it attends to the
students learning styles and interests. As mentioned in the Operational Description
previously, the softwares attempt to attend to learners of different proficiency levels
is highlighted at the very beginning of the course, where learners have to choose their
preferred level (or undergo a simple test to determine their levels).
Going through the Beginners course, it can be seen that the software
corresponds to an English newbies needs. It starts off very gently, with only two
actors involved in the short drama, speaking relatively slowly. Subtitles are provided
to ease the learners, too. Learners of low proficiency may find the module less
intimidating as the vocabulary used by the actors was not difficult. The Interpretation
part of the module brings learners beyond simply repeating after the actors; they are
actually communicating with the computer using the text given. This is no doubt in
line with the communicative focus of the KBSM English Syllabus.
The fact that the software utilises videos instead of boring, linear texts also
makes it more interesting and intuitive to the learners.
5. Implementation Schemes
Hubbards (2006) Methodological Framework for CALL evaluation also
enlisted implementation schemes as a part of successful software evaluation. This
involves analysing the ways of which the software is integrated into the course, taking
into account the knowledge the students need to have to use it effectively as well as
the time that it will take.
The software may be utilised (for instance, the Beginners Module of the ABA
course) in a classroom with learners of low proficiency levels. The Beginners
Module addresses the usage of personal pronouns and be-verbs quite extensively,
having not only a real conversation involving these but also explanations and
exercises on them. The KBSM Syllabus (2000) does highlight personal pronouns as
one of the grammar items that need to be taught throughout the five years of
secondary school; however it did not specifically enlist be-verbs to be the same.
Ideally, the knowledge and understanding of both these elements are crucial for
English learning as they constitute the basics of mastering the language.

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The teacher may employ the software in a classroom with computers or
tablets. The website is so easy to use that learners do not need special training to use
it; a short briefing and a working e-mail address (on top of having computers with a
stable internet connection) are all that is needed. To complete the Beginners Module,
a double-period (1 hour and 20 minutes) lesson would suffice, and learners are
expected to complete all six chapters along with the final assessment within the
stipulated time. The exercises are relatively short and simple, so learners should not
find it a problem to finish them in the time given.
6. Appropriate Judgements
The final aspect of Hubbards (2006) Methodological Framework for CALL
evaluation postulates an important question: Is this software appropriate to be used in
my classroom, with my learners?
Having addressed the suitability of the website (to me as a teacher in Teacher
Fit and to my students as the learners in Learner Fit), I would, definitely, employ this
website in my language classroom. It resounds my belief in teaching pronunciation
(through modeling or repetition as uprooted in the Behavourism theory); its content
interesting, and most importantly, the difficulty of the activities matches my students
proficiency level doable, but not too easily.
The website is also very easy to navigate, and if looking at the computer is not
the learners cup of tea, they can always learn using tablets or smartphones through
the mobile application. On top of all, the website is free to use (and app free to
download, too).
Apart from being used in the classroom, my learners can also choose to go
further on the website and explore more modules it has 144 modules for learners to
complete. This may take my students language learning beyond what is taught in the
class; in hopes that their proficiency as well as their confidence in speaking English
would improve all by the use of the ABA English website.

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SECTION 2: Judgemental Evaluation of ABA English website,
with reference to Chapelles (2001) criteria for CALL task
appropriateness
A task had been devised based on the ABA English website,
with specific focus on be-verbs. This lesson is going to be carried
out with Form 3 students, who are identified to have a low
proficiency level of English. Despite having undergone years of
English learning, students have always found be-verbs to be
confusing and still make errors when constructing sentences using
these very important verbs. As such, it would be interesting to see if
this ABA English website can actually assist students in
understanding be-verbs and hopefully be able to use them
correctly later on.
The lesson plan for the class is as follows:
Subject, Time and Date,
Class
ENGLISH

Title / Objectives / Activities

Theme / Topic
Lesson Content
Lesson Objectives

Notes

Grammar : At the Beach

Be-verbs
By the end of the lesson,
students should be able to:

4 TERBILANG
i) (Individually) fill in the blanks
with the correct be-verbs,
according to the subject (Pretest)

WEDNESDAY
2nd NOVEMBER 2016
8.40 a.m. 9.50 a.m.

ii) Listen to the short clip and

repeat after the actors correctly,
checking and comparing their
dialogue with the actors through
the website
iii) (In pairs), read the dialogues
out loud, using the text as a
guide
iv) (Post Test 1) Fill in the blanks
with the correct be-verbs
v) (Post Test 2) Write 5
sentences using the correct beverbs.
Activities

i. Students complete the fill-inthe-blanks exercise as the pretest.

ii. Students are to be divided
into pairs, and each pair will be
assigned to a PC, with the ABA
English website launched.
(Teacher has pre-registered on
the website for the students, so
they only have to through the
exercises straight away without
registering or choosing their
level).
iii. Teacher shows the short clip
to the students, and students
have to listen to the clip.

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iv. Teacher instructs students to
navigate to the speak section,
where they will have to repeat
after the actors (with the text as
a guide). Students would take
turns to do this.
v. Students will be asked to
navigate into the Interpret
section, where they will take the
place of one of the actors and
converse with the other. They
will use the text as a guide, and
they will be able to listen to the
recording of the dialogue they
made here when they are done.
vi. Students complete a different
set of questions, where they
have to fill in the blanks with the
correct form of the be-verbs.
vii. Students have to construct
five simple sentences using the
correct form of the be-verbs.
Moral Values
ABM

HOTS

We must strive our best to

preserve the beauty of our
Nature.
Computers, complete with
microphone and speakers, with
ABA English website prelaunched. Projector and LCD
Screen (for the video display)
In 50 years, do you think our
beaches will still be as beautiful
as they are now?

Reflection

The above task will now be examined, with reference to

Chapelles (2001) criteria for CALL task appropriateness. Chapelle
(2001) argued that there needs to be a systematic framework in
order to assess a CALL task. Thus, Chapelle came up with six
qualities for researchers to evaluate CALL tasks with, which are:
i) Language learning potential
ii) Learner Fit
iii) Meaning focus
iv) Authenticity
v) Impact
vi) Practicality

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With regards to language learning potential, Chapelle argued

that researchers should see whether students actually focused on
forms whilst executing the tasks, and that they have really acquired
these target forms. In the task above, the students focus is directed
on a very simple yet important part of the English language: the
copular be-verbs. The copular verbs have always been an apparent
problem with Malay learners especially, as the copular be is most
of the time not essential in Malay (Nik Safiah, 1995, in Marlyna, Tan
and Khazriyati, 2007). This is focus on form at its best, where
students are given a chance to hear the language form in use and
practise it both in speech and writing.
In terms of learner fit, the lesson and the activities planned
using the ABA English website fits the target learners Form 3
students with low English proficiency. Using the computer and its
peripherals, students would be more motivated as it is something
different compared to normal chalk and talk method basically
anything involving technology would get the students pumped up!
The task uses audio, video, and interactive quizzes, which will
definitely make the students learn in a fun way. As teachers, we
know that motivating students when it comes to teaching English is
always a daunting task especially with students of lower
proficiency. Thus, this is an excellent way to increase students
motivation as well.
In the context of meaning focus, this task would address the
evidence that proves learners construction of linguistic meaning
has aided language learning. This task, albeit being very grammar
focused, does contain some parts that relate to meaning per se. For
instance, in the first part, students are to listen to a conversation
between a man and a woman, at the beach. Here, students are
exposed to a very simple conversation related to the weather, i.e.
the weather is lovely. Even though the focus is on the copular verb
be, here learners are also exposed to some meaning-focused
words, which would be useful for them in future conversations or
language use.
When it comes to authenticity, it is quite evident that the CALL
task planned corresponds to what is expected of the students
outside of the classroom. The CALL task focuses on the copular verb
be, which of course is crucial in English linking the subject with
adjectives, nouns, and even passive sentences. As explained
previously, the task does not only explain, it involves the students,
too. It is expected that the students become more aware of the
importance of the verb be, and hopefully the problem of dropping
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the verb when constructing sentences will be reduced, if not
eliminated.
Impact-wise, the task went on very well indeed. Learners are
proven to have a positive experience through the task this is
proven by their responses in the questionnaire distributed after the
lesson is done. This will be discussed further in the Empirical
Judgement part of the lesson, as the impact of the website cannot
be proven without actually carrying it out. However, it is posited that
this activity will indeed carry positive impacts to the students,
especially when it comes to the use of copular verbs.
Last but not least, the ABA English website is deemed very
practical to use for this particular task. The task is very simple, as it
only focuses on the copular verb be and Exercise 1 (Beginner)
Module in the ABA English website is deemed very suitable for
learners to use to enhance their understanding of the copular verb
be. The learners are also given a chance to practise the form learnt
in the Exercises section, setting them a place where they can
actually see the verb form being used in sentences. However, a
number of things need to be considered by the teacher when
implementing the task, i.e. the number of students and computers,
the availability of steady (and fast) internet connection, as well as
the condition of the speakers and microphone. Assuming there is no
problem with all these, the lesson would definitely be very practical
to carry out in the Malaysian classroom.

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Section 3: Empirical evaluation of ABA English website

In this section, the lesson planned in Section 2 is carried out in
a real classroom. This is done to investigate whether the
judgemental analysis made earlier is truly reflected in a real-life
setting, where learners interact with the CALL task proposed.
The lesson focuses on tackling the problem of omitting the
copular verb be, which is known to be very common within
Malaysian learners. According to Nik Safiah (1995) in Marlyna, Tan
and Khazriyati (2007), there are two copula forms in Malay
language, which are ialah and adalah. Albeit the existence of these,
Nik Safiah (1995, in Marlyna, Tan and Khazriyati, 2007,) has pointed
out that the copula be is not exactly essential in Malay which
may have contributed to the learners omitting it in their sentences.
Thus, the issue identified is indeed an important one, and it would
be interesting to see if ABA English can actually help in enhancing
students knowledge and application of the copula verb be.
Methodology
The participants of this study were 30 Form 3 students. Most of
them are Malays, with 5 Chinese students and only 2 Indians. They
have very low English proficiency. This particular class is chosen to
undergo this evaluation as the paper focuses on copular verb be,
which is known to be commonly dropped by Malaysian students
(especially Malays). The students have basic knowledge of computer
applications, thus operating the website should not be a big problem
to them. The teacher has previously taught them simple sentence
structures, which might be useful to them in this lesson.
Instrument

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The first instrument used in this study was a grammar pretest. The test was carried out to assess students knowledge and
understanding of be-verbs in the simple present tense. The test was
a simple one, consisting of 10 questions where students have to fill
in the blanks with the correct form of the be-verb.
The CALL lesson was then carried out, using the ABA English
website. First, the short clip was shown to the students, where they
would listen to two people speaking to each other at a beach. After
that, they are divided into pairs (30 students = 15 pairs), and each
pair is assigned to a computer, which has the ABA English website
pre-launched by the teacher.
The post-test, on the other hand, involved students
completing two test; the first one being the exact same pre-test set
of questions that they did previously, and another, a new set of
questions. The results were then recorded and analysed.
Results
PRE-TEST
POST-TEST (I)
POST-TEST (II)
Students No. of
Students No. of
Students No. of
Marks
students Marks
students
Marks
students
10
0
10
2
10
0
7-9
8
7-9
14
7-9
10
4-6
12
4-6
10
4-6
14
1-3
8
1-3
4
1-3
6
0
2
0
0
0
0
Table 1: Students scores in the Pre-test and Post-test question sets I
and II.
Based on the table above, it can be seen that students
performed significantly better in Post-test (I), as opposed to the Pretest. No students got it all correct in the Pre-test; however, in Posttest (I), 2 students managed to ace all the questions. There is also a
significant increase in the number of students who managed to
score 7-9 marks in Post-test (I), with the numbers increasing from 8
to 14. Some of these students scored in between 4-6 marks earlier,
and improved their current scores on the test after using the ABA
English website (the number of students getting marks in this range
decreased from 12 in the Pre-test to 10 in the Post-test (I)). In the
Pre-test, 2 students scored zero, however this number changed in
Post-test (I), where no student scored zero at all. All these positive
changes in numbers might be due to the fact that the set of
questions given in Pre-test and Post-test (I) are exactly identical.
Some students may have just memorised their responses based on
the Pre-test. It may also be posited that the students scored better

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due to the exposure given whilst they were doing the exercise on
the ABA English website.
On the other hand, the scores in Pre-test (II) did not signify
such a vast difference. No student managed to answer all the
questions correctly; with only 10 students getting marks in the
range of 7-9 and 14 in the range of 4-6. 6 students got 1-3 questions
correct, and nobody scored a zero in this Pre-test (II). Therefore, it
can be concluded that the usage of ABA English website did help the
students in enhancing their understanding of the be-verbs, however
further longer, more elaborate research is required to investigate
the effects that it would have on students in the long run; perhaps
over a series of a few lessons.

Questionnaire
The survey was done using the below questionnaire. The
participants responses in the questionnaire indicated a positive
remark, in general. Most students agreed that learning grammar
using the ABA English website was fun and interesting. Majority of
the students also agreed that they had no problems in completing
the tasks, and that there was adequate explanation on what they
had to do in the exercises. They are also in agreement that they
would benefit from using the ABA English website in other aspects of
language learning too, i.e. listening and answering reading
comprehension questions. All the students responded that they look
forward to using ABA English website again in the future.
Nevertheless, perhaps due to the lack of interest in English, only a
handful of the participants (8/30) admitted that they would go back
and try to use ABA English website at home.
No.
Question
1. I like learning grammar
using the computer.
2. I learnt something useful
when using this software.
3. I think learning grammar

Agree
25

Disagree
5

28

28

2
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using the computer is
very interesting.
4. Completing the exercises
24
6
has made me understand
be-verbs better.
5. I did not experience any
29
1
problems in completing
the tasks.
6. I think this software will
28
2
be able to help me not
only in grammar but in
other aspects of English
as well.
7. I prefer learning grammar 26
4
through the computer
than the traditional chalkand-talk method.
8. I think the task and
28
2
explanation given by the
instructors are enough for
my friends and I.
9. I would register myself at
8
22
the ABA English website
when I am home, and
complete the modules
myself.
10. Given a chance, I would
30
30
like to learn using the ABA
English website again.
Table 2: The questionnaire used and the students responses
Discussion
It is indeed evident, judging from the tests administered to the
students, that the task carried out using the ABA English website did
carry significant educational values. First, the results of the Post-test
(I) and (II) had shown that students indeed improved on the
application of the copula verb be compared to the Pre-test.
Second, from the questionnaire distributed to the students, it can be
seen that students enjoyed learning using the ABA English website
as they are exposed to aspects of fun, interactive learning. This
website is no doubt suitable to be used with students in the
classroom, as well as for learners to learn English at their own time
and pace. Another plus point of this website is that it can also be
administered as a homework to the students, of which they do not
have to complete everything at school. On top of that, the fact that
the website will send constant reminders to the learners email
addresses (i.e. to finish their course, complete homework etc) is
perfect in keeping the learners motivation level up.

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All in all, it can be deduced that this ABA English website is
indeed suitable to be used in the Malaysian classroom. Although the
task is tailored to students of lower proficiency, it can be adapted to
suit learners of higher proficiency levels, using different modules
available from the website.

References
Blake, R. (2013). Technology and foreign language learning. Brave New Digital Classroom:
Georgetown University Press.
Chapelle, C. (2001). Computer Applications in Second Language Acquisition (pp. 66-94).
Cambridge: Cambridge University Press
Eastman, D. (2001). Search engines, web, directories and sites for news and current affairs.
ELT Journal: Oxford University Press.
Hubbard, P. (2006). Evaluating CALL software. In Ducate & Arnold (Eds.), Calling on
CALL: From theory and research to new directions in foreign language teaching. San
Marcos: Calico.

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Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL
Quarterly: Wiley.
Marlyna, Tan & Khazriyati (2007). Interference in learning English: grammatical errors in
English essay writing among rural Malay secondary school students in Malaysia. Jurnal EBangi, 2, 2-15.

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