Mapping the Credibility of English Language Learning (ELL) Websites Based on Their Relevance and Level of Importance

Abstract

In contemporary language teaching and learning, the World Wide Web plays a critical role, particularly by providing access to digital learning resources such as English Language Learning (ELL) websites. However, the expanding pool of ELL websites on search engines does not ensure the credibility of those resources for learning. Thus, this study attempts to map the credibility of 59 carefully selected ELL websites based on their relevance and level of importance. The research methodology employed two evaluation approaches, namely informal and automated. The first approach (informal) involved the evaluation conducted by four Excellent Teachers (ET) in relation to target audience, focus, setting possibilities, content, accessibility, and cost. The second approach involved using Website Grader (an automated evaluation tool) to analyse the websites' accessibility, specifically in terms of page size, requests, and speed. The results of this study revealed a positive correlation between websites' credibility in meeting the needs of diverse learners and their PageRank (PR). Group 2 websites (PR7-8) target a significantly larger audience and are more focused on broad activity. Simultaneously, these websites have a higher level of credibility because they can be accessed via both computers and mobile phones. Importantly, they are suitable for independent study. In essence, ELL websites have a lot to offer users. Thus, this study proposes a comprehensive list of crucial features of a credible ELL website, which will serve as a guide for the Ministry of Education and website hosts.