The evaluation of in-house Computer Assisted Language Learning materials: InGenio Online FCE Course & Tester Antonio Martínez-Sáez 1 , Ana Sevilla-Pavón 1 , Ana Gimeno-Sanz 1 1 CAMILLE Research Group, Department of Applied Linguistics Universidad Politécnica de Valencia, Spain Abstract. Nowadays, finding, choosing and developing or adapting materials is a very important component of education as well as a key element for the success of scientific and teaching activities. According to Tomlinson (2003: 1) “every language teacher is a materials developer”, and the materials development process should be “based on universal principles” (Tomlinson, 2010: 72) so as to ensure that local needs and wants do not dictate decisions and that important learning principles are not forgotten. In the case of materials for Computer-Assisted Language Learning (CALL), the same as with other kinds of language learning materials, a very thorough and pedagogically-sound set of guidelines should be followed prior to the design of the materials. Following that, a careful evaluation should take place so as to ensure that prior to the use of these materials the guidelines have been followed and that, as a result of this, the materials are valid, efficient and effective. This is especially important in the case of in-house CALL materials development. This paper describes the basis for the evaluation and validation of the InGenio FCE Online Course & Tester, which will take place once the design and development phases of these materials have concluded. The InGenio FCE Online Course & Tester are two language learning in-house CALL materials for students of English, developed by the CAMILLE Research Group at the Universidad Politécnica de Valencia (UPV) in Spain. A large part of the focus of this paper will be on the aspects concerning the evaluation of the two previously mentioned materials according to well-established frameworks and guidelines from the most relevant literature. Keywords: CALL, in-house materials, software development, evaluation. 1. Introduction Nowadays, finding, choosing and developing or adapting materials is a very important component of education as well as a key element for the success of scientific and teaching activities. When it comes to language teaching and learning, according to Tomlinson (2003: 1), “every language teacher is a materials developer”, and materials development processes should be “based on universal principles” (Tomlinson, 2010: 72) so as to ensure that local needs and wants do not dictate decisions and that important learning principles are not forgotten. The process of Computer-Assisted Language Learning (CALL) materials design usually takes place in several steps in which it is important to make the right decisions on different task- related aspects such as topics and actions, participants and mode (Chapelle, 2003). Once the materials have been created, different quality-related aspects should be borne in mind: 1. Accessibility, user friendliness and validity. 2. Multimedia features of the materials. 3. Clear learning objects and relevant contents. 4. Content presentation, organisation and order. 5. Pedagogical use and orientation of contents. 6. Use of the materials in different training and teaching processes. Coll & Engel (in Barberà et al., 2008: 65) 91 2011 2nd International Conference on Education and Management Technology IPEDR vol.13 (2011) © (2011) IACSIT Press, Singapore