Review of 4 language-learning environments

Checking around the web searching for those software that play an important role in ELT, I have found duo lingo. There are numerous reasons why I'm going to just list the strongest reason to use each service.

After using the rubric, I found this

178 out of 200 which means that the software has an acceptance and good features that makes it as a good option when you want to learn a language

An advantage of Duo lingo is its accessibility,  it's easy to start learning the basics of a language. But in the end you still need a certain commitment to really master the language. Learning doesn't occur within 22 hours you need more than that. There are so many claims nowadays that you can learn this or that in just about any time however that is debatable. and I think that could be really misleading. One can definitely learn some basic things, or in the context of language some basic vocabulary. But this is something completely different from using the language in a real-world context.

Duo lingo’s gamification is addictive.  I keep coming back to duo lingo even though the diversity of app and environments in ELT because I love the positive feedback cycle. The exercises are short enough that I can play during moments of downtime. Even though I don't care that much about the points, I do like unlocking new levels (skills) and feeling like I've made progress in learning a language.  Thar rewards make feel that I am moving progress which makes me feel proud


On a side note, I find criticisms of "gamification" of language learning to be silly and repeatitive. For every person who has succeeded using the traditional route of classes and textbooks, there are plenty who have failed and concluded that they're just "bad at learning languages." It's actually more likely that they were studying the uninteresting material and gave up too soon. Gamification can help people persist when they otherwise would have quit. Another thing is that the app does not permit to do a real exchange situation due to the lack of activities it has.

·        Memorize requires less effort and prompts me to keep learning instead of giving up. Memorize feels more like a game, while Duo lingo feels more like work.

What is babble?

Babbel delivers language courses completely online, both on its website and as an app. It costs is about (USD)$13  a month. You will get some good prices if you pay regularly

How to handle it

It does matter the language you select you can create an account or work with it, also you used it daily for a month and in total of 52 lessons.

you mainly used the website, but I also tried the app on the iPad. It depends on the place and the chance you have to do it

you also  can try out another lesson lnguage to verify that the instructional delivery is the same for different languages. 

Each lesson is made up of the following:

• New vocabulary words
• A dialogue
• Grammar instruction
• Review and drilling of what you’ve learned

Pros and cos of babble :

Content – I’ve used a lot of language learning software in my life. Babbel’s actual content is far and away the best I’ve seen. What I mean is, you can tell that its development team includes experienced language teachers who know the real-world needs of language learners. 
Explanations – The grammatical explanations are as good as or better than anything I’ve come across elsewhere.

Review Manager – The Review Manager is a bank of the vocabulary words you learned in the lessons. It drills you on these words, over and over again, using principles. It’s very effective in committing words to your long-term memory.

It can get dry. The problem with traditional instruction is that it feels like instruction. At times, Babbel felt like I was sitting in a classroom, but not nearly as bad.

No addiction. Some language learning apps are set up like a game, while Babbel is set up more like instruction. I never felt the compulsion to “beat” anything, so I never felt any addictive drive to keep coming back 

Babbel and Duolingo are so different that there’s no reason you can’t use both. Babbel does good things that Duolingo doesn’t, and vice versa. Think of it this way. A foreign-language major at a university goes through twenty or more language textbooks and several instructors before he graduates. 
However, duolingo are exploring those spheres which has to do with certifications and that is a need that this type of programs requires to be adequate

taken from: 
http://www.pcmag.com/article2/0,2817,2411398,00.asp
https://lp.babbel.com/d/SPA_index.html?bsc=aw13-spaall&btp=default&gclid=CNKWlruh7soCFdgUgQoduSgMmg&l2=ALL

http://www.languagesurfer.com/2014/03/24/babbel-review-should-you-get-a-membership/

1 Rubric for software analysis[1]

The rating criteria will be as follows: 5 = excellent, 4 = good, 3 = OK, 2 & 1 = weak

	Numeric rating
Evaluation Criteria	DUOLINGO				BABBEL
1.    TECHNICAL DIMENSION	1	3	4	5	1	3	4	5
Platform. Includes information about:  operating system				X			x
Hardware. Includes information about the hardware requirements:  -processor type and speed hard drive space needed -memory (RAM) -CD, DVD, or floppy drive Others…			X				x
Installation: does not require technical expertise to install and configure.				x		x
Allows upgrading				x			x
Allows local and network use			x		x
2.    CONTENT
establishes age of possible users				x			x
is appropriate to the level of students				x			x
displayed  concords with students’ age and level				x			x
presents an appropriate organization principle				x		x
includes all language skills: speaking, listening, reading, writing			x				x
Grammar and vocabulary correspond to level				x				x
enhances communicative competence			x				x
includes cultural dimension of language		x				x
Includes pronunciation activities				x			x
reflects a coherent approach to language teaching		x				x
specifies a theory of learning		x				x
presents objectives in each content unit				x		x
evaluates students achievement in varied forms				x		x
includes variety of activities			x				x
promotes students’ language production through interactive activities			x			x
3.    USABILITY
Easy of use through a clear layout			x			x
Easy navigation			x				x
Includes help or tutorial segments to support activity development			x			x
Save/record keeping features				x		x
Includes quality images that enrich contents				x			x
Includes quality sounds to enrich  contents				x			x
Interface with internet for extended practice or support				x			x
4.    SUPPORT
includes manual or training for learner and teacher			x			x
Includes supplementary materials			x			x
Includes help tool or designer contact for support			x				x
5.    COST
Is price affordable				x			x
Price includes future upgrading				x				x
Price includes technical support if necessary				x				x
Total points:	178				165

English language Environments

The collaborative environment which has sparked the most intense interest in recent years are blogs or Web logs. If one thinks of blogs as being essentially on-line journals, it may not be evident how they could be used in collaborative ways.

Writers typically make rich use of hypertext, to connect to what others have written on a topic or to resources on the Web. Blog entries are normally followed by a comment button, allowing readers to write a reaction, which is then logged and linked, along with all other comments, into the original text. While most blogs are created and managed by individuals, group blogs are also possible. Blogs are easily linked and cross-linked, to create larger on-line communities. That is now the case with technology-related blogs, which form what is essentially one, large, loosely interwoven net of information, as blog entries are linked, referenced, and debated.

While blogs of all kinds abound today on the Internet, most are personal or journalistic. However, there has been increasing interest in using blogs in education. Blogs are well suited to serve as on-line personal journals for students, particularly since they normally enable uploading and linking of files. Language learners could use a personal blog, linked to a course, as an electronic portfolio, showing development over time

By publishing the blog on the Internet, the student has the possibility of writing for readers beyond classmates, not usually possible in discussion forums. Readers in turn can comment on what they're read, although blogs can be placed in secured environments as well. Self-publishing encourages ownership and responsibility on the part of students, who may be more thoughtful (in content and structure) if they know they are writing for a real audience. This same degree of personal responsibility is lacking in discussion forums.

Most experts agree that the best way to learn a language is by inmmersions. Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking and other skills in ELT. Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like Pearson, Cambridge and so on a few tech companies have conceived the idea that becoming someone else helps to learn a foreign language.

Avatar programs to give language learners a chance to practice their skills in virtual environments.  Britain’s language companies have created programs for using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.

 is a website to create customized avatars to use in almost any way that you want. You can email your avatar, post it online and add it to other documents and presentations.  You can add a voice through a variety of methods: microphone, downloading an audio file, via your phone and typing the text in.  It is used as a creative tool to get students involved in subjects and spur their imaginations. 

 Voki itself is free and can easily be incorporated into the classroom and learning tools. 

 Classroom is a paid product ($29.95 per year) that gives you the same features as Voki but it also gives you a classroom management system through which you can assign students to classes, manage lessons, customize instruction, and review student work. 

The  website offers a teacher’s corner providing tips and to see what others are doing with Voki.  It also has a database where others have posted lesson plans for other to view to get ideas on how to use Voki in the classroom.

Advantages of using Voki

1. Its an easy way to create avatars and short animated clips of information for presentation. 
2. Its free and the clips can be inserted/embedded into other documents or websites.  Its a fun way to get students involved in lessons.

Disadvantages of using Voki

1. While a variety of characters are available, customization is limited.
2.  Audio time is limited to 60 seconds.  To get more useful utilization as an educational tool, you need to subscribe to Voki Classroom. You have to pay more 

taken from:  http://newtech.coe.uh.edu/tool-name.cfm?toolid=177&toolname=Voki

Voki is a free online service that allows users to create interactive avatars. Avatars can be customized to add voice and other features. The service also includes learning resources, materials and lesson plans on Voki are also available for free. For a secured and organized use of Voki in class, "Voki classroom" can be utilized. 

1. the creators see this as a good way to interact with others and improve skills. all this with an appropiated context related to the needs of the teacher population.
2. also it offers a going on interaction with avatar created
3. three principles for voki are engage, educate and enjoy.
4. Students can write their essay, and then create a Voki avatar(s) to narrate it. Using voki classroom, they can upload images, backgrounds, and links to create scenes and settings for their stories. There’s choice in how you want the story to be told. You can upload audio, type in text and have one of the Voki automated voices recite for you, or record your own voice. taken from.
5. voki classroom allows teachers to create awesome, customizable speaking avatars to better enhance learning and student engagement. Teachers record their voice and an animated talking avatar is exported.  A Voki can be used for debates, presentations, lessons, speeches, language studies and much, much more. Our character library includes cartoons, pets, historical figures, and cultural figures, just to name a few. taken from. https://blog.voki.com/

 I would like to add this one and this related to Edmodo is a free and secure Web 2.0 App social learning network platform, utilized by teachers and students. It allows for collaboration and a platform on which both teachers and students can share course contents, homework assignments, notices (urgent or non-urgent) and updates regarding assignments. However, it only allows for interaction between teachers and students and parents but not students and students. I see this as a slight disadvantage for the tool. It also allows for customization of classroom based on the learner s need. This tool is free for students, teachers, schools and school districts. It mimics Facebook but with the added security feature.

It s very easy to create a group, quiz post student assignments and grades. I easily create a group and student quiz. Due to time constraint, I was only able to test on one person who likes the ease experience in using this tool. Edmodo has the capability to create a grade book for managing accumulating grades. Edmodo is user friendly and intuitive tool. It provides a user guide with step by step instructions with good tips for the end-users and more specifically, takes it a step further by customizing it to meet the need of the specific group such a school district. Edmodo also offers video and webinar access. Both Teachers and students can easily edit their profiles at any given time. Another cool feature is the capability of adding Mobile Apps for iPhones, iPads, iPod and androids.

Additional and useful features such as; search and filter posts digital library, calendar-for organizing and keeping up with important assignments dates, easy access to send and reply buttons, editing options in addition to direct access for linking the library. And lastly, accounts can be easily deleted as it was in creating.

taken from: http://newtech.coe.uh.edu/tool-name.cfm?toolid=181&toolname=Edmodo

Annex 2 Rubric for virtual environment analysis

The rating criteria will be as follows: 5 = excellent, 4 = good, 3 = OK, 2 & 1 = weak

	Numeric rating
Evaluation Criteria	BLOGS				VOKI-AVATARS
1.    TECHNICAL DIMENSION	1	3	4	5	1	3	4	5
Easy and fast access to site				x				x
Easy to navigate				x				x
Inlinks with site allow easy navigation			x					x
Multimedia resources work appropriately				x				x
Available options for printing and downloading				x		x
Proper access and navigability  in different browsers				x			x
Loading speed is appropriate				x			x
Is updated regularly				x			x
2.    CONTENT
Establishes the purpose of the site				x			x
establishes a target learner		x						x
is appropriate to the students’ age and  level			x					x
Is content accurate: spelling, grammar etc…				x				x
presents an appropriate organization principle				x				x
includes all language skills: speaking, listening, reading, writing			x				x
Grammar and vocabulary correspond to level				x				x
enhances communicative competence			x					x
includes cultural dimension of language		x						x
Includes pronunciation activities			x					x
reflects a coherent approach to language teaching			x				x
specifies a theory of learning		x					x
presents objectives in each content unit			x				x
evaluates students achievement in varied forms				x			x
includes variety of activities			x				x
promotes students’ language production through interactive activities			x					x
Learning materials are authentic and presented within contexts			x					x
3.    USABILITY/PRESENTATION
Easy of use through a clear layout			x				x
instructions are easy to follow			x				x
Includes help or tutorial segments to support activity development				x				x
Save/record keeping features				x				x
Free of bugs, breaks or dead links			x				x
Learning materials and general content arrangement can be integrated into the curriculum				x				x
Uses sound, color and graphics appropriately for learning				x				x
Product advertising not intrusive			x		x
Screen displays show quality and are effective			x				x
Is interactive; learner communicates with real people through the website			x					x
4.    SUPPORT
Includes information about the authors or designers			x					x
Includes supplementary materials or links to other sites of interest		x						x
Includes a useful FAQ section
5.    COST
Content is accessible with or without registration				x			x
Price for registration is reasonable				x				x
Total points:	168				174

Blogs and voki are so different that there’s no reason you can’t use both. Blog requires more effort from the designer and the content of the blog only depends of the designer. On the other side we have the voki which provides real environments with daily situations where students can interact each other approaching to the sense of a English lesson. Even though you need some training and knowing very well the web. In both cases you need be aware of the necessities of your population and according to this make decisions. From my point of view I am into those tools that permit people interact in real context rather than those abstract context that we normally see on the language institutes that is why I think that blogs and voki either provide this change without moving from your country.

References

http://newtech.coe.uh.edu/tool-name.cfm?toolid=177&toolname=Voki 

http://www.pcmag.com/article2/0,2817,2411398,00.asp

https://lp.babbel.com/d/SPA_index.html?bsc=aw13-spaall&btp=default&clid=CNKWlruh7soCFdgUgQoduSgMmg&l2=ALL


http://www.languagesurfer.com/2014/03/24/babbel-review-should-you-get-a-membership/
  
https://blog.voki.com/

http://newtech.coe.uh.edu/tool-name.cfm?toolid=181&toolname=Edmodo

Hi my classmates; this is my job feel free to comment.

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[1] [1] Note: Adapted from [1] Note adapted from Evaluatec (2010, November 14). Criteria for evaluating web sites. Retrieved from: http://www.evalutech.sreb.org/criteria/web.asp