APPENDIX 2 BLUEPRINT OF MATERIALS VALIDATION
NO CONCEPT
CONSTRUCT INDICATOR
ITEM 1.
Teaching Speaking
Nunan, 2003 Produce the English
speech sounds and pattern
The application provide tasks of English speech sounds and
pattern 6
Use word and sentence stress, intonation
patterns and the rhythm of the second language.
The application provide tasks of sentence stress, intonation
patterns and rhythm 7
Select appropriate words and sentences according
to the proper social setting, audience,
situation and subject matter.
The tasks are specific to the learners’ needs and purpose
of learning 8
Organize their thoughts in a meaningful and
logical sequence. The application provide tasks
of sentence pattern 6
Use language as a means of expressing
values and judgments. The application provide tasks
of language functions 9
Use the language quickly and confidently
with few unnatural pauses, which is called
as fluency. The application provide tasks
which create ease situation for learners to practice the
language confidently 10
2. Teaching
Speaking cycles Burns, 2012
Focus learners’ attention on speaking
The application lead the learners to learn speaking
1,2,4 Provide input andor
guide planning The application provide input
to build the learners’ knowledge
3
Conduct speaking tasks The application provide speaking tasks
6,7,9, Focus on language
skills strategies The tasks in the application
focus on learning of speaking 8,10
Repeat speaking tasks The application provide
similar tasks 12
Direct learners’ reflection on learning
The application provide feedback on the learner’s
learning 13
Facilitate feedback on learning
The application facilitate the teacher to provide feedback
14
3. Principles of
Mobile activities, tasks, Mobile activities and 5,6,7,9
Mobile Assisted Language
Learning Stockwell
Hubbard, 2013 and apps should
distinguish both a the affordances and
limitations of the mobile device and b the
affordances and limitations of the
environment in which the device will be used
in light of the learning target
materials should be directly connected with the principles
of second language learning
limit multi-tasking and environmental
distractions The activities should lower
distraction and drive the learner’s attention
16
Push, but respect boundaries
the tasks and activities should consider the learners’ culture
and situation 17
Strive to maintain equity The kinds of learners’ devices should be taken into account
15 acknowledge and plan
for accommodating language learner
differences The activities should
accommodate learners’ learning styles.
17
be aware of language learners’ existing uses
and cultures of use for their devices
The mobile application should develop learners’ new
language skills 11
keep mobile language learning activities and
tasks short and succinct when possible
The tasks or activities should be developed into smaller,
coherent chunks. 17
let the language learning task fit the technology
and environment fit the task
The mobile activities should fit the features of learners’
mobile devices and vice versa.
15
some, possibly most, learners will need
guidance and training to effectively use mobile
devices for language learning
The teacher’s guidance is sometimes necessary
18
Recognize and accommodate multiple
stakeholders. Provide links for the
stakeholders 14
BLUEPRINT OF MEDIA VALIDATION NO
CONCEPT CONSTRUCT
INDICATOR ITEM
1 Characteristics of
well-designed software Egbert
Hanson-Smith, 1999
Consistency The elements which have the
same function use the same color 6
The navigation is consistent 1
The icons, symbols, and buttons are consistent
2 Good use of
space The layout is well-designed
3 Each section of content fits into
one screen 4
Legibility The fonts are legible
5 The texts in the screen are
readable 7
Contrast, Repetition,
Alignment, Proximity
Different elements are contrast to each other
6 Logos and Navigation buttons are
repeated to unify various screen in the same section
1,2
Each element on the screen are aligned either horizontally or
vertically 3
Related items are placed close to each other, and unrelated items
placed farther apart. 1,2
Ease of Navigation and
Recovery The navigation is easy.
1 The application has high tolerance
of error 9
The application provides clear instructions.
8 High-quality
playback The audio is comprehensible.
10 Principles of
Mobile Learning Elias, 2011
Equitable Use Deliver content in the simplest
possible format. 1,3
Flexible Use Accommodate a wide range of
individual abilities, preferences, schedules, levels of connectivity,
and methods of use. 1
Simple and Intuitive
Eliminate unnecessary complexity.
1 Perceptible
Information Provide captions, descriptors, or
transcription. 7,8
Tolerance of Error
Minimize errors in software operation.
9 Low Physical
and Technical Effort
Require simple operation. 1
BLUEPRINT OF USER VALIDATION NO
CONCEPT CONSTRUCT
INDICATOR ITEM
1.
Teaching Speaking Nunan,
2003 Produce the English
speech sounds and pattern
The application provide tasks of English speech sounds and
pattern 1
Use word and sentence stress, intonation
patterns and the rhythm of the second language.
The application provide tasks of sentence stress, intonation
patterns and rhythm 2
Select appropriate words and sentences according
to the proper social setting, audience,
situation and subject matter.
The tasks are specific to the learners’ needs and purpose
of learning 3-4
Organize their thoughts in a meaningful and
logical sequence. The application provide tasks
of sentence pattern 5
Use language as a means of expressing
values and judgments. The application provide tasks
of language functions 5
Use the language quickly and confidently
with few unnatural pauses, which is called
as fluency. The application provide tasks
which create ease situation for learners to practice the
language confidently 6
2. Principles of
