Exploring Students’ Evaluation Criteria in Using ELL Websites

Abstract

English language learning (ELL) websites are now regarded as one of the most important tools in learning language skills (listening, speaking, reading, and writing). Therefore, this study aimed to investigate how a number of 36 female high school students aged between 16 and 18 years old in Saudi Arabia would evaluate ELL websites. The study adapted evaluation criteria from Yang and Chan (2008), who developed valid criteria for evaluating the ELL websites. The present study explored students’ evaluation criteria in ELL websites by distributing an electronic questionnaire consisted of 15 items. The evaluation criteria were information on the author, listening, speaking, reading, and writing on ELL websites. The results are analyzed by using SPSS Version 21. The descriptive results indicate that students have high evaluation criteria in terms of reading and listening skills. On the other hand, Information on the author, writing, and speaking skills had the lowest evaluation criteria, receptively. Finally, this study was concluded with a discussion addressed the importance of enhancing students’ evaluation criteria in order to promote their digital literacy.