SOFTWARE
EVALUATION
for
Software Reviewed
By: Jessica
Holbert
|
Product
name/address |
The Super Tutor
Company 762 Palomar Ave.,
Sunnydale,CA 94086
|
|
Version/Date |
Copyright 1997 |
|
Platform /
Operating system |
Win 3.x Win95 Win98 WinNT
Win2000 MAC UNIX Other
|
Subject: English Vocabulary
Publisher: Accurate
Research, Inc.
_________________________________________________________
ESL/EFL Level(s):
Basic Low Intermediate
Intermediate High
Intermediate Advanced
Age group: kindergarten
elementary grades middle grades high school college age adult
interest
|
Windows System
requirements: |
|
|
MB Ram
|
16
at least 32
at least
64 at least 128 |
|
Processor speed |
75 or faster CPU 286 386 486 Pentium II
Pentium III
|
|
Hard disk space
free |
2 MB 4 MB 6
MB 8 MB 10 MB more
than 10 MB |
|
Windows Version |
Windows 3.1 Windows 95 Windows 98Windows NT |
|
Graphics card (w/compatible
monitor) |
8-bit VGA 16-bit VGA
640 x 480 SVGA, capable of 16-bit
clolors
with small fonts |
|
Peripherals |
CD-ROM Drive (double speed or
faster) Headphones or Speakers Mouse Printer (optional) |
|
Macintosh System
Requirements: |
THERE IS NO MAC
OPTION |
|
MB Ram |
4 MB 5 MB
6 MB 7 MB 8 MB 9 MB 10
MB |
|
Processor Speed
|
68030 or newer: yes no |
|
Hard disk space
free |
2 MB 4 MB 6
MB10 MB |
|
System Version |
7.0 or higher: yes no |
|
Graphics card (w/
compatible monitor) |
8-bit VGA 16-bit VGA SVGA |
|
Peripherals |
CD-ROM Drive Headphones or Speakers Mouse |
|
Time needed to
complete: |
less than 30 minutes 30 minutes 60 minutes
more than 60 minutes
Depends on the goal of the
learner
(can be < 30 mins. or > 60 mins.) |
|
Learner group size:
|
individual pair small
group large group
whole class |
|
User
friendliness: |
not at all somewhat average good excellent |
|
Prerequisite skills or
activities: |
Language
Skills Needed: q
Intermediate or above
level of English vocabulary Computer
Skills Needed: q
Basic knowledge of
computer operation and word processing |
|
Program Description: |
First
Command: The
first thing the user does is write in his or her name. The name is saved automatically
and can be chosen whenever the program is run. Main
Menu Options: The
program starts with a selection of items from which to choose. There is instrumental
accompaniment. Ø
Study
Zone q
This
section is the focus of the program, as it contains all of the vocabulary
lessons, both standard and custom.
Choosing this option from the main menu takes you to the number of
the vocabulary lesson you have chosen from “Select Lesson” (this is
explained in the next section of this review). If you have not selected a lesson,
then you are taken to Lesson 1. q
The
screen for the lesson chosen appears and almost simultaneously, the first
word in the lesson appears one letter at a time (quickly, like it is being
typed). When that is
finished, a female voice pronounces the word. q
Pronunciation: Next to the word, there is an icon
for the audio feature (a picture of a bullhorn), which may be selected to
hear the word pronounced as often as needed. q
Definition: This is found directly below the
word. It is short (no more then two lines and usually not that long) and
gives up to three variations on the definition, depending on the
word. q
Example
sentence: This is found directly below the
definition. The sentence uses
the vocabulary word in context, in order to exemplify the meaning.
q
Spelling: There is a box that bounces back
and forth across the bottom of the screen, which asks the user to press
the space bar to practice spelling.
The learner must choose this option before continuing the
lesson. When the space bar is
used, a copy of the screen appears, this time with only the definition and
no example sentence. Where the word was, there is now a cursor and this is
where the learner types the word.
The audio feature may also be accessed to hear the word
pronounced. How correct or
incorrect answers are addressed is discussed in the “Feedback” section of
this review. q
Other
options: There is a choice of four icons at
the top of the screen: “Help”
(the word “Help”), “Search” (a magnifying glass) “Time” ( a clock),
“Score” (a pencil), and “Exit” (a door). On this screen, only “Help”,
“Search” and “Exit” may be selected.
The other two are faded and may only be accessed in the “Quiz Zone”
section. q
Help: This
option is found in every section of the program. It has the same format for each
section: an example page of
the section being accessed pops up and as the cursor is moved around the
screen, comment bubbles appear as appropriate and explain any relevant
details. When the cursor is over the “Help”
icon, the user is told to click anywhere on the screen to exit
“Help”. q
Search: This takes to user to another
section of the program, where the whole collection of vocabulary words
used in the program can be found.
(This will be further explored later in the review). q
Exit: This option takes the learner back
to the main menu. q
At the
end of each lesson, the learner is given two options of which one must be
chosen: 1.) Take a quiz for
the lesson (This is explored later in the review). 2.) Review the
lesson. If the learner wants
to exit, they must choose one of these two options and then select exit
from the chosen section. Ø
Select
Lesson q
This is
usually where the user will want to start. This option takes the learner to a
menu, where a choice must be made about which lesson is to be
presented.
q
Standard
Lessons:
Categorized by numbers 1-75.
There are twenty words in each lesson. There are 1500 words total in the
program. q
Custom
Lessons: Catergorized by numbers 76 +
up. These lessons are
designed by the user and so the amount varies according to how many
lessons have been created.
q
Lesson Selection: A lesson
number must be typed in the box with the blinking
cursor. q
Preview:
To
preview the lesson, select “preview”. A box appears, in which the words
for the lesson are listed. q
Select: To select
a lesson, click on OK. You
are then taken back to the main menu, where you may select different
options for that lesson;
“Study Zone”, “Quiz Zone”, or “Print”.
q
Help: This option may be selected for
further explanations of what is found on the screen for this section. Comment bubbles appear which give
the purpose for each relevant area on the
screen. q
If no lesson is chosen, then
selecting “OK” takes the user back to the main
menu. Ø
Custom
Lessons q
This
option may only be chosen from the main menu. When selected, the user is
presented with a template for the lesson format found in the “Study
Zone”. q
The user
must put in a word and a definition in the appropriate areas; sentences
are optional. q
You may
have up to twenty words per lesson, but you have to have twenty in order
to create a new lesson and lesson number. The numbers for the custom lessons
start at 76 and are automatically selected in the order the lessons are
created. q
The words
chosen may be the users own words or words from the
program. q
If the
user has put in a word that has been put into another custom lesson, the
user is notified. q
As the
words are added, they appear in a list on the right-hand side of the
screen. q
An entry
may be edited by selecting a word from the created list and then changing
the entry as needed.
q
An entry
may be saved or cancelled at any time. q
Help: Provides the comment bubbles for
explanations of the relevant areas. q
Go
Back: Goes back to the main
menu. When the
user goes to a custom lesson, it is the same format as the standard
lessons, minus the pronunciation option. Ø
Search q
When this
option is choosen from the main menu, or from anywhere else in the
program, the user is taken to the glossary of words used in the
program. q
The
learner can choose a letter from the alphabet, shown on the left-hand side
of the screen.
q
When a
letter has been selected, all of the words used in the program starting
with that letter appear in alphabetical order in a box on the screen with
a scroll bar on the side. The user can scroll down as needed to find the
desired word. Up to
twenty-four words can appear at one time in the box. q
The user
selects a word from the list.
In another box, the word appears, next to the audio icon and
followed by the same definition and example sentence given in the lesson
in which that word is found in the program. The audio icon may be selected and
the user can hear the word pronounced as many times as
needed. q
Help: Provides the comment bubbles as
the cursor passes over each relevant area. q
Go
Back: This option takes the user back to
the section of the program being used when the “Search” option was
chosen. q
The
“Search” option is available from anywhere in the program, except from the
“Quiz Zone”. Ø
Quiz
Zone q
This
option may be selected from either the main main menu, or from a lesson in
the “Study Zone”. (This
latter option automatically appears at the completion of each lesson, were
the learner can be quizzed on the lesson just completd). q
Selecting
a Quiz: The user
should first select a lesson on which to be quizzed from the “Select
Lesson” option from the main menu.
Then when “Quiz Zone” is selected, the user is taken directly to
the quiz for that lesson. If
no lesson is selected, then the quiz for Lesson 1 appears. There are no quizzes for the
custom lessons that can be run from the program. However, quizzes for custom
lessons may be printed. The
quizzes are automatically formatted and words are put in from the
program’s vocabulary list to fill out the multiple choice
selections. q
The user
is presented with a screen which has the lesson number, a box where the
question is to be asked and multiple choice options, and the same icons as
are found in the “Study Zone” at the top of the screen. The only icon that cannot be
accessed is “Search”, so the learner cannot look up a word during the
quiz. q
Time
Limit: There is
a six minute time limit for completion of the quiz. One can chose to have more or less
time by selecting the icon for “Time”. A drop-down menu appears which
gives the user a selection of faster (four minutes), fast (six minutes,
although since it is the same time amount as “normal”, it should be five),
normal (six minutes), slow (eight minutes), or slower (10
minutes). q
Start
Quiz: After the
time is chosen, the user than selects the flashing “Start Quiz” button at
the bottom of the screen. The
“Time” icon (a clock) then changes into a digital timer and starts to
immediately count down from the selected time limit. The “Start Quiz” button changes to
“End Quiz” and may be chosen anytime. q
A
sentence appears in the “Quiz Box” which contains the a highlighted
vocabulary word from the chosen lesson, followed by four multiple choice
options, each of which is a one word definition. The learner places the arrow on
the word which best defines the vocabulary word from the sentence and
clicks on it. q
The next
sentence appears after a answer has been chosen. The user repeats the process until
all of the twenty words form the lesson have been
presented. q
At the
bottom of the screen, there is a “forward” or “back” option, which the
user can select to go back to a previous word and then back again to the
last question being answered. q
If the
quiz is finished and there is time left over, then the learner is given a
choice to review the quiz or to finish and go to the
scorecard. q
Score
card: This
gives the learner the final score for the quiz. (The user may opt to end the quiz
early, in which the score card is presented with the score up to the point
of quitting). The user may
only see the scorecard for that quiz. How
correct or incorrect answers are addressed is discussed in the “Feedback”
section of this review. q
Help: Comment
bubbles provide the relevant details about the page. Ø
Print q
One may
pre-select from the “Select Lesson” option from the main menu, or type in
a lesson number to be added.
A lesson may also be unselected. You may print as many lessons or
quizzes as desired. q
When you
opt to print lessons, the twenty words from that lesson are printed, 10 to
a page and the definitions are provided. There is a lot of space between
the definitions, presumably for note-taking purposes. q
When you
print a quiz, the hard copy is in the same format as is shown on the
screen. q
Help: Provides
comment bubbles for
explanations of all the relevant areas. Ø
Game
Zone q
There is
one game to be selected, with two options. The game is called “Top of the
World”. You may choose the
“Synonym” or “Antonym” option.
The questions to be answered use the vocabulary from the lessons in
the program. q
Object of
the game: To get to the last space on the
board. The player starts with $5000 dollars, shown at the bottom of the
screen. The player lands on either a question space (it has a question
mark) or situation space (blank).
To move forward, the player must either answer the question
correctly, or either collect or lose money as determined by the situation
space. If the player runs out
of money before reaching the end, the game is terminated. q
The user
is shown a game board and a chess-like pawn on the board. This piece represents the
user. q
The
right-hand side of the screen contains the option to “Spin” (the icon is a
wheel with six numbers). When
this is clicked on, the player is moved the selected number of
spaces. q
Question
space: When the player lands on a space
with a question mark, a word appears on the right hand side of the screen,
along with four other words.
The player must chose the best word from the selection of four
words. The selection must
either represent a synonym or antonym for the word in question, depending
on the game option selected.
If the player guesses wrong, they remain where they are. If they get the answer right, they
are moved two or three more spaces. q
Situation
space: When a player lands on a situation
space, they are presented with a scenario (going on vacation, sick in the
hospital, etc.) where they either collect or lose money. The scenario is presented in the
“message” box on the right-hand side of the screen. As long as there is money in the
bank, the game continues. q
If the
player runs out of money, the game ends. The player is shown a screen that
says “You are Dead” and has a cross and a sheep with a halo and flapping
halo wings. From there, you
can start over or exit. q
Help: This options provides the player
with comment bubbles for each area (but does not explain how to play the
game!) q
You may
quit at any time, but your game cannot be saved. |
|
Objectives for the program |
Ø
The
program has a very simple objective; improve vocabulary. The assumption is that whoever
uses this program already has at least an intermediate knowledge of
English vocabulary and use.
In effect, the program is about vocabulary enhancement. The authors claim that enhanced
vocabulary leads to better writing and clearer thinking. Ø
The
program is a student tool, to be used outside of the classroom to learn
and practice advanced vocabulary for academic purposes. The authors specifically mention
learning this level of vocabulary does increase performance on college
entrance exams. Ø
For
instructors, this program has value for those who teach SAT/ACT and/or
TOEFL prep. Also, the program
cold be used simply to enhance vocabulary of higher level students who are
looking for more ways to express themselves when speaking or
writing. Ø
The
program is for skills-building.
The words to be learned are given little context. The instructor would have to
supplement the content in the program in the classroom for integration of
the vocabulary. The teacher
can also use this software as a tool to design custom lessons and quizzes.
|
|
Type of Program: |
Problem Solving Drill and Practice Simulation Informational
Game Student Tool
Teacher
Tool ESL-Specific
Non-ESL Specific Testing Text Reconstruction Text Construction Exploratory activities |
|
English Language Areas
Covered: |
Reading Speaking Writing Vocabulary Grammar Listening Cultural Competence Computer |
|
Pedagogical considerations--Program Operation:
|
Ø
There is
no instruction manual for the user.
There is only a user’s guide that explains the set-up
procedure. It seems remiss on
the part of the authors not to include at least a cursory introduction to
the program’s flow. For
example, the beginning user does not know which option to pick first from
the main menu. Only through
trial and error is it revealed how to chose a lesson and not start with
Lesson 1 everytime. Then once
the lesson is picked, the student must go back to the main menu to access
that lesson or quiz. Only
then is it revealed, as the cursor is passed over the different menu
options and bubble comments appear that the user must go to the “Study
Zone” or “Quiz Zone” to access the chosen lesson or quiz. There is no “Help” option on the
main menu. Ø
The
program is simple to use and once the user runs through all the options,
it is easy to complete the different tasks. Ø
There is
no set sequence, once the learner discovers that they can select a lesson
or quiz and not start from the beginning every time. Ø
Maneuvering
around the program is simple, as each section has an “Exit” or “Go Back”
option. The user must go back
to the main menu whenever a change of sections needs to be
made. Ø
The user
can quit at any time, but there is no save option, either for work
completed or score-keeping. Ø
Due to
the fact that there are no instructions for the user, some assistance may
be required. However, for the
ESL/EFL context, this program is useful only for high-intermediate and
advanced students. The
comprehension of the content should be easy at this level. The amount of instruction needed
prior to running the program would seem to depend more on the student’s
knowledge of computer use and word processing. Ø
Although
no scores can be saved in the program, the scorecard results for the
quizzes can be printed out.
In this way, the scores and time taken to complete a quiz can be
accessed by the teacher. Ø
Either
the user or the teacher can customize lessons by creating their own word
lists and definitions. It is
easy to do, as the program formats the lessons for you and provides words
for the multiple choice selections.
The custom lessons can be run from the program. The custom quizzes
cannot, but may be printed out and are automatically formatted with
multiple choice selections.
|
|
Pedagogical
considerations--Feedback: |
Ø
Standard and Custom
Lessons q
Correct
Spelling: If the learner spells the word
correctly, a xylophone sound is heard and the next word appears and the
process starts over. q
Incorrect
Spelling: If the word is spelled
incorrectly, a “bonk” sound is heard and the word must be re-typed. The
learner gets up to three tries.
On the third incorrect attempt, the sound of a crowd groaning is
heard. The learner is asked
to choose from two options:
1.) Try again or 2.) go back to the previous page and look at the
word again. The learner
must spell the word correctly before moving on. Ø
Quizzes q
Score
card: This
gives the learner the final score for the quiz. (The user may opt to end the quiz
early, in which the score card is presented with the score up to the point
of quitting). Each scorecard
has the date, time taken to complete the quiz, and number of incorrect
answers. The user may only
see the scorecard for that quiz. q
100%
correct: If the learner has no errors, they
are given two choices: 1.) print the scorecard results 2.) “I’m done”;
this option takes you back to the quiz page and from there you may go to the
main menu to choose another quiz, or take the quiz again. q
Wrong
answers: If you have any wrong answers, the
scorecard tells you how many were incorrectly chosen. A list of the
sentences from which the wrong answer was chosen is presented, along with
the incorrect answer, the right answer and the definition. You are given the choice to print
the scorecard or finish and go back to the quiz. Ø
Usefulness of
Feedback q
Lessons: Since the learner must
spell a word correctly before going on, this forces the learner to get it
right. This is usful, as
spelling is commonly given little focus in the classroom or during study
time. q
Quizzes: The user
does not know whther or not they have chosen incorrectly until they finish
the quiz. This is beneficial,
as a learner may spend too much time on one answer until they get it
right. q
Extensive
Record-keeping: This is not a feature offered in
this program. Scorecards can
be printed out, however, so that students may keep track of their progress
in this way. q
Pronunciation: There is no feedback for
pronunciation. |
|
Pedagogical Considerations--Content: |
x Well organized
Well
sequenced x Enjoyable*
Interesting** Factually correct x Helps learning***
x Provides effective
practice
x Introduces new language
understandably x Provides meaningful
interaction between computer
& learner Provides communicative interaction between
students**** x Creates challenge without
anxiety
x Free of excessive
violence
x Free of
stereotypes
**How interesting this activity is
depends on the learner and learning style. ***This program does not set
language learning as one of its goals, in the communicative sense. The idea is to learn new,
difficult vocabulary for academic reasons. Strategies are practiced, such as
word recognition, vocabulary recall, and comprehension of vocabulary
through context. As for
computer skills, the learner practices basic word processing and mouse
control. The most amount of
typing required is a user created example sentence for a custom
lesson. ****This program is meant for
individual use. It is capable of being used by multiple-users (not at the
same time), which is useful for designing and accessing of custom
lessons.
|
|
Pedagogical considerations--Program Output
|
x Attractive screens *The graphics are attractive and vary from screen to
screen. The inclusion of
graphics enhances the screens and are not distracting. Each section is divided into parts
and colorfully arranged so that each area is distinct and easy to
read. **The sounds provided for feedback
are not needed per se, but lower the affective filter by providing a
“lighter-side” to the drill and practice. ***This
is one of the better features of the program. It allows the teacher to print out
a custom quiz for the class and provides access to student scorecards for
the quizzes. The printouts
from the lessons do not print out what is on the screen; they print out
the words and definitions. This could be useful practice for students to
write their own sentences for context and to practice using the
word. |
|
Examples of how this program
could be used in the classroom in an ESL/EFL context: |
This program is
useful only for a very specific context for both the ESL/EFL and
non-ESL/EFL student. Students
looking to go on to higher education or to study in an English speaking
country will find this program useful. It provides higher level
vocabulary, of the type found on the SAT/ACT and TOEFL exams. It also prepares a student for the
format of some the vocabulary sections of these tests. This program would not be useful
in the classroom, but could be beneficial outside of class for drill and
practice purposes. Also, a
teacher can also utilize the custom lesson and quiz feature to create
materials to be used in class. |
|
Overall Opinion: |
Highly recommended program Pretty
good |
|
Strengthes of the Program |
Ø
The
program effectively reaches its goals according to collegeboard
recommendations of how to study for standardized tests commonly required
for university entrance exams.
The program is, in effect, like flashcards. While agreed that this may not be
the best method for the acquisition of vocabulary, it is useful for the
specific purpose of standardized test-taking. Ø
It gives
“one-on-one” practice for the user and the lessons can be repeated over
and over as desired. Also,
the learner can set an individual pace for completing the lesson and
quizzes. Ø
The
layout is simple and easy on the eyes. Ø
There is no way for a user to
be confused about task completion once the program becomes
familiar. Ø
The
installation is easy and the program takes up little space in the hard
drive. This is useful in a
school setting where there are often multiple users for any one
computer. This is also useful
for a home PC, as memory can be expensive to acquire after the initial RAM
is full. Ø
There is
free technical support. Ø
There is
a money back guarantee. Ø
Buying
the software gives the user a three month free trial membership to http://www.homeworkhelp.com/, which has
tutorials on a number of subjects.
The software has direct link to the web-site. Ø
Lesson
and quizzes can be custom designed and printed out. Ø
The
example sentences used for the lessons are different from those used in
the quizzes, which challenges the learner to chose a word solely on
context and not just memorization. Ø
The game,
“Top of the World”, has the learner think about the words in a different
way, by focusing on synonyms and antonyms for the words in the
lessons. |
|
Shortcomings of the
Program |
Ø
The
primary drawback is that the program only addresses one learning
style. Some users will be
satisfied with the reliability and repetition of format. However, the lack of variety in
the lesson formats may bore the user after a while. Ø
The
progress of the learner can only be tracked through hard copy print outs
of the score cards. This can
become cumbersome if the user is dedicated to tracking scores and times
for the quizzes. Ø
There is
no instruction manual for the user. Ø
There is
only one game in the program. There is no explanation of the rules of the
game and the goal must be inferred.
Also, the game piece is moved on the board for the user, which
decreases interaction and involvement. When there is a decision to make
about what direction to go in, the program choses it for the user. This also detracts from the game.
Ø
When
doing a lesson, the user cannot go back to the previous word and can only
move forward. To access
another word while in the lesson, the search option must be utilized,
which takes the learner out of the lesson and is cumbersome for that
reason. Ø
Although
the authors claim that the program will help the user learn to pronounce
words, one can only hear the words pronounced. There is no feedback for
student pronunciation. Ø
The
scorecard only gives the learner the time it took to complete the lesson
in seconds. While it is not
difficult to calculate the minutes, it is an annoying detail. Ø
The start
up box pops up periodically while running the program. The only usefulness for that is so
the learner can go directly to the sister web-site. However, one needs to be on-line
and interrupt what is being done to do this. Ø
The
authors give no criteria for selecting the words in the program.
|
|
Additional
Comments: |
This software is
useful for the specific purpose of learning vocabulary and formats
commonly used in college entrance exams. However, if a teacher wanted
students to really know the words to be used for spoken or written
communication, supplementary communicative activities would have to be
created.
|