A Pugh Matrix framework for selecting effective CALL software in South African schools

Gary Collins; Shoadi Ezekiel  Ditaunyane

doi:10.56285/jltVol58iss2a6457

Gary Collins Tshwane University of Technology, South Africa https://orcid.org/0000-0001-8053-8529
Lucky Ditaunyane Human Sciences Research Council, South Africa https://orcid.org/0000-0003-1438-7587

DOI: https://doi.org/10.56285/jltVol58iss2a6457

Keywords: Digital technology integration, computer-assisted language learning (CALL), educational technology, selection and evalution, Pugh Matrix, language learning, South African schools

Abstract

In recent years, digital technology integration in education, including language learning, has become widespread. South African schools are increasingly acknowledging the benefits of computer-assisted language learning (CALL) applications. Digital tools in educational materials offer advantages such as time efficiency, enhanced accessibility, flexible learning methods, and inclusivity for disabled individuals. However, there's a lack of appropriate guidelines for assessing and selecting CALL software due to the unique complexities it presents. To address this gap, the study developed a systematic framework, utilising a Pugh Matrix, tailored for South African educational contexts and beyond. This matrix was informed by guiding principles derived from iterative developmental research. A Likert scale survey validated these principles, influencing the weighting of assessment criteria. These criteria encompass curriculum alignment, feedback mechanisms, socio-cultural relevance, affordability, technical considerations, and pedagogical approaches. The developed Pugh Matrix serves as a comprehensive and objective tool for CALL software selection and evaluation. It empowers schools to make informed decisions aligned with their educational goals, instructional methods, technical needs, and budgetary constraints.

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Author Biographies

Gary Collins, Tshwane University of Technology, South Africa

Dr Gary Collins (MTech, PhD) is a senior lecture at the Tshwane University of Technology, in the Department of Applied languages, teaching a variety of subjects from Language and Technology, Research Methods to Learning Styles and Analytical writing. He has a particular research interest in computer integrated education and how computers can facilitate higher order thinking.

Lucky Ditaunyane, Human Sciences Research Council, South Africa

Dr Shoadi Ezekiel Ditaunyane (MA, MPhil, PhD) is a seasoned administrator with over 30 years of expertise across public and private sectors. Having risen through the ranks in basic education, he held roles like Deputy Director and Chief Education Specialist, culminating in senior management positions as Communications and Engagements Director at two national institutions. His skills encompass language learning research, computer-assisted language learning, strategic communication and crisis management. He currently directs communications at the Human Sciences Research Council, and fulfils an advisory role in higher education.

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