Pixel International Conferences

Nowadays, with the rise of the era of Information Technology and Telecommunications, known as the fourth revolution [1], the Internet started to be promoted as an innovative educational tool for enhancing language teaching and learning processes, where free access websites play an important role as alternative spaces for informal learning. Nonetheless, the implementation of these websites imposes some challenges for teachers since due to its large array, it makes difficult to locate the most appropriate ones that match the instructional purposes in terms of: (a)  the conception of language that best encourages autonomy, interaction, interculturality, etc.; (b) the interface that differing from a paper-based language material (printable PDF files), should encompasses hypertextuality, multimedia, hypermedia, etc. in order to foster a more communicative and meaningful environment; and finally, (c) the lack of an assessment tool that implies a true understanding of a particular teaching language approach within a virtual learning setting and that focuses on what students will be able to do with this resource.

Thus, this paper aims to describe a research study that sought to suggest an evaluation instrument (checklist) as a model to select Spanish as foreign language websites (ELE in Spanish) coherent with the Communicative Approach, so that teachers in training of their Digital Competence could additionally, strengthen their Knowing-how-to-do skills, which embrace the ability to be critical and reflective when integrating Internet-based tools into class. To achieve this goal, some literature and theoretical proposals related to the evaluation of language learning websites was analyzed and synthesized, and information regarding the Communicative Approach [2] was revised in order to establish the principles that best apply to virtual environments, and which could be included as part of the evaluation criteria.

As a result, it was proposed a checklist included into a designed Study Guide, piloted by a sample of language teachers who were participants in this study. This document also reports the results of a review of Spanish as a foreign language website in which the assessment model was applied. The findings of the project suggested that the resulting checklist along with the instructional material contributed to the reinforcement of the teachers’ Knowing-how-to-do skills as part of their Digital Competence, by providing practical and theoretical inputs as well as leading them to the selection of language learning websites in accordance with the Communicative Approach. However, it is important to note that not all of the principles of this teaching approach, commonly entailed in synchronous and asynchronous e-Learning environments, can be incorporated into a language-learning website, owing to the limitations of this resource.