Review on Software Program

Review of "Learn Speak English" software

Introduction

According to © Microsoft (2019), Sound English is a software and application developed by Basquang since 2013 and offered by Microsoft for all ages with an approximate size of 25.67 MB. The product developer believes this product meets accessibility requirements, making it easier for everyone to use.

The present software provides practice in hearing and saying the sounds of English. It argues that if learners want to have a good pronunciation of English, they need to be able to make all the sound contrasts used in English. For instance, they must be able to distinguish 'light' from 'right', 'fit' from 'feet', etc., both in listening and speaking. This application helps both ESL and EFL learners be good at pronunciation in English, especially British. The features of this software include: full list of English sounds, video guides from BBC for each sound, audio sample from Cambridge University Press for each sound, sound detail with samples, and spelling from Cambridge University Press.

In order to obtain such a software-application, through a computer, the learner must google “learn speak English Microsoft”.

LINK: https://www.microsoft.com/es-co/p/learn-speak-english/9wzdncrfj2d9?activetab=pivot:overviewtab

Next, they have to enter the link “Get learn speak English – Microsoft Store”. Once in there, on the right, they have to click on Get button. Once the Microsoft store opens up, they proceed by clicking on Install. After installation is complete, a window pops up requesting their Microsoft email; however, it is not compulsory. After short time, their computer will notify that the application is ready to use. After this, they can access the software as such.

Structure

Once in, the learner sees two tabs: Sound and Spelling. In the Sound tab, the learner can see a simple layout with white background and little red square buttons. Also, with headings such as Short Vowels, Long Vowels, Double Vowel Sounds, Voiceless Consonants, and Voiced Consonants.

In the Spelling tab, the learner can see a simple layout with white background and little red square buttons. Also, with headings of each of the letters of the alphabet. Each letter comprises its phonemes, phonetic representation, allophones, and sound variations.

When the learner goes to the heading A and clicks, for instance the button “a”, he will immediately will be shown up a sponsored ad, which may not be of the like for some learners, especially if it is a 30-second video that requires to wait until it finishes in order to skip it.

After skipping it, now the learner, in the tab Sound, is provided with a man and a woman’s pronunciation of the phoneme as well as an icon to portray a video from bbclearningenglish.com in which a person pronounces the phoneme and example words that have such a sound. This video has the option to be casted to other devices.

In the tab Spelling, he is provided with words that contain the sound, being categorized by commons, less commons and exceptions

EVALUATION

Learn Speak English presents certain lacks, mainly in terms of content. First of all, as regards technical dimensions, this software includes information about the operating system, not in the software already installed as such, but on the Microsoft page before installing it. Information about hardware requirements such as the architecture (x64, ARM, etc.) and operating system is provided. However, it does not provide information on the ram needed, or the CD, DVD. This latter lack is maybe due to the fact that it is downloaded directly from the Microsoft store webpage and not from a CD-ROM. Furthermore, this software allows upgrading, but it does not allow local use. That is, if the learner wants to use it is necessary to be connected on the internet in order to have access to the videos on how to pronounce the sounds. Without internet connection it is possible to hear the sounds and read the example of words together with the commons, less commons, and exceptions, though. Moreover, if the learner wants to use this software in another computer or device, it is necessary to install it from the beginning and to have internet connection.

Regarding content, this software establishes age of possible users, again, not in the software itself, but on the Microsoft page before installing it. Once in, it is possible to establish that it is appropriate to the level of students; however, we consider it could be more used and seized with intermediate level students on who already have certain proficiency of English as it is focused on phonetics and phonology. For us, age is not an issue when certain level is already demonstrated by students. If this software is managed with students that comply these requirements, it can be said that it also displays concords with students’ age and level.

One of the main weaknesses of this software lies on the lack of inclusion of the four skills and communicative competence. Although the software presents an appropriate organization principle, it only includes listening. As this software is merely focused on pronunciation activities, skills such as writing, reading, and spoken interaction are not included. Thence, communicative competence is not enhanced in using this software. In the same line although grammar cannot be said to correspond to students’ level, in terms of vocabulary suitability, it can be stated that it does correspond to their level. Another weakness this software presents is the lack cultural dimensions of language. It focuses merely on British English pronunciation, depriving thus learners of meeting English varieties or world Englishes.

This software does not reflect a coherent approach to language teaching, does not specify a theory of learning, does not present objectives in each content unit, or evaluates students’ achievement in a different form. Instead, the videos of pronunciation as well as the entire features simply limit, as stated above in the characteristics of the software, to practice in hearing and saying the sounds of English. It can be stated then, that this software neither includes a variety of activities nor promotes students’ language production through interactive activities.

In terms of usability, this software is highly easy to use since it presents a clear layout with separated well-organized icons, making it easy to navigate through it. Perhaps, that is the reason why this software does not provide help or tutorial segments to support activity development. Another aspect that is does not include is the option to record keeping features, again, since it is only made to practice any particular sound of English the learner is interested in whenever he wants to accede to it. Regarding images, videos, and sounds, it can be noted that their quality is high and it does enrich content, being this in fact a crucial factor in this software since the learners’ need of assistance in seeing and hearing the way to pronounce any English sound clearly and efficiently. Interface with internet for extended practice or support is not provided, being this a high weakness since users might want to be redirected to other sources to have a wider input on the sound with different options.

As for support, this software does not include manual or training for learner and teacher since, as stated above, it is highly easy to use. Additionally, it does not include supplementary materials. If the users want contact support from designer, they have to go to the page where they installed the software from, not directly from the software.

In terms of cost, this software is, of course affordable since it is for free. Therefore, there are no prices. See Annex 1 to watch the scoring of the aspects mentioned above.

Finally, and according to the aforementioned evaluation, we can say that we would not recommend such a software as a language learning/teaching resource. Although it can be used as a quick practicing tool of different sounds of English, and even though we acknowledge that the learning and teaching of phonetics and phonology may sometimes imply individualism, non-skills driving, and non-interactional or constructivist perspectives, we are sure there can be or soon there will be other sites on the web which may offer more opportunities for learners and teachers, including the chance for learners to develop intercultural communicative competence with inclusion of English varieties.