120018 UE Freies Wahlfach (2 Sst.) (2025W)
AI in ELT
Prüfungsimmanente Lehrveranstaltung
Labels
PH-WIEN
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 08.09.2025 00:00 bis Mo 22.09.2025 12:00
- Abmeldung bis Fr 31.10.2025 23:59
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
Blended Learning LV (Präsenztermine, Onlinetermine: synchron/asynchron)
80 % Anwesenheit.
- Donnerstag 09.10. 09:15 - 12:30 Digital
- Donnerstag 16.10. 09:15 - 12:30 Digital
- Donnerstag 23.10. 09:15 - 12:30 Digital
- Donnerstag 06.11. 09:15 - 12:30 Digital
- N Donnerstag 20.11. 09:15 - 12:30 Seminarraum 2, Währinger Straße 29 1.UG
- Donnerstag 15.01. 09:15 - 12:30 Digital
- Donnerstag 29.01. 09:15 - 12:30 Seminarraum 2, Währinger Straße 29 1.UG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Continuous assessment: students will have to complete various online activities in the accompanying Moodle course as well as work in their individual courses. Further details will be announced in class and on Moodle.
Mindestanforderungen und Beurteilungsmaßstab
- Submission/presentation of two topic-related assignments (40%)
- 1 presentation (40 %)
- Active participation in synchronous sessions (20%)
Sehr gut (90%-100%), Gut (80%-89.99%), Befriedigend (70%-79.99%), Genügend (60%-69.99%), Nicht genügend (0%-59.99%)
- 1 presentation (40 %)
- Active participation in synchronous sessions (20%)
Sehr gut (90%-100%), Gut (80%-89.99%), Befriedigend (70%-79.99%), Genügend (60%-69.99%), Nicht genügend (0%-59.99%)
Prüfungsstoff
Continuous assessment, details will be given in class
Literatur
Beyer, D., & Strasser, T. (2023). Cutting edge, creative, connected. Der Fremdsprachliche Unterricht Englisch, 184, 12–15.
• Blume, C. (2020). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, 33(1–2), 109–132. https://doi.org/10.1080/09588221.2018.1552599
• Eisenmann, M. (2022). Edu apps in EFL teaching. In C. Lütge (Hrsg.), Foreign Language Learning in the Digital Age. (S. 209–222). Routledge.
• Hafner, C. A. (2019). Digital literacies for English language learners. Second handbook of English language teaching, 899–918.
• Hockly, N. (2012). Digital literacies. ELT Journal, 66(1), 108–112. https://doi.org/10.1093/elt/ccr077
• Hockly, N., & Dudeney, G. (2018). Current and Future Digital Trends in ELT. RELC Journal, 49(2), 164–178. https://doi.org/10.1177/0033688218777318
• Labenz, S., & Strasser, Thomas. (2023). Individuelles Lernen durch gameful language learning. Mit Genial.ly und ChatGPT interaktiv und eigenständig lernen. Englisch: Unterricht, Übungen, Material 5-10, 64(4. Quartal), 34–36.
• Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004
• Oppenlaender, J. (2022). A Taxonomy of Prompt Modifiers for Text-To-Image Generation. Computer Science > Multimedia. https://doi.org/10.48550/ARXIV.2204.13988
• Raffone, A. (2022). Gamifying English Language Learning through Interactive Storytelling and MALL Technologies. Language Teaching Research, 126–133. https://doi.org/10.1177/13621688221110206
• Schmidt, T., & Strasser, T. (2022). Artificial Intelligence in Foreign Language Learning and Teaching. A CALL for Intellgent Practice. Anglistik, 33(1), 165–184. https://doi.org/10.33675/ANGL/2022/1/14
• Shifman, L. (2014). Memes in digital culture. The MIT Press.
• Simon-Liedtke, J. T., & Baraas, R. (2022). The Future of eXtended Reality in Primary and Secondary Education. In I. Garofolo, G. Bencini, & A. Arenghi (Hrsg.), Studies in Health Technology and Informatics. IOS Press. https://doi.org/10.3233/SHTI220886
• Strasser, T. (2020). Explainer videos in the EFL-classroom. Praxis Englisch, 2/2020(Digitally enhanced ELT-digital literacy in thge English classroom 2/2020), 29–33.
• Strasser, T. (2021). AI in the EFL-classroom. Clarifications, potentials and limitations. In C. Lütge & T. Merse (Hrsg.), Digital Teaching and Learning: Perspectives for English Language Education. (S. 85–102). Narr Francke Attempto.
• Strasser, T. (2023). Digital tools in foreign language teaching and learning; educational applications. In N. Pachler & A. Redondo (Hrsg.), Teaching Foreign Languages in the Secondary School – a Practical Guide. 3rd revised edition (S. 65–82). Routledge.
• Strasser, T. (2023). ELT in the digital age: We have come a long way. Arbeiten aus Anglistik und Amerikanistik, 48(1), 121–136. https://doi.org/10.24053/AAA-2023-0006
• Strasser, T. (2023). Narrow AI-powered Visualization Facilitation Tools in Foreign Language Learning: A visual approach promoting equal opportunities in foreign language grammar teaching. In C. Burkholder, J. Schwab-Cartas, & F. Aladejebi (Hrsg.), Facilitating Visual Socialities: Enacting Ethical Practicesin Visual Research Facilitation (S. 85–98). Palgrave & Macmillan.
• Strasser, T. (2023). Not another Chat-GPT love song!? Warum der Chatbot nur ein Puzzleteil in der Diskussion ist. ForumBD Magazin. https://magazin.forumbd.de/lehren-und-lernen/not-another-chatgpt-love-song/
• Strasser, T., & Beyer, D. (Hrsg.). (2023). Digitales Lernen. Aufgabenformate & Lernprodukte (Bd. 184). Friedrich Verlag.
• Strasser, T., & Schmidt, T. (2023). Don’t trust the machine. KI für das Schreiben von Beschwerdetexten nutzen und reflektieren. Der Fremdsprachliche Unterricht Englisch, 184, 20–27.
• Strasser, Thomas. (2023). Schwache KIs,
• Blume, C. (2020). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, 33(1–2), 109–132. https://doi.org/10.1080/09588221.2018.1552599
• Eisenmann, M. (2022). Edu apps in EFL teaching. In C. Lütge (Hrsg.), Foreign Language Learning in the Digital Age. (S. 209–222). Routledge.
• Hafner, C. A. (2019). Digital literacies for English language learners. Second handbook of English language teaching, 899–918.
• Hockly, N. (2012). Digital literacies. ELT Journal, 66(1), 108–112. https://doi.org/10.1093/elt/ccr077
• Hockly, N., & Dudeney, G. (2018). Current and Future Digital Trends in ELT. RELC Journal, 49(2), 164–178. https://doi.org/10.1177/0033688218777318
• Labenz, S., & Strasser, Thomas. (2023). Individuelles Lernen durch gameful language learning. Mit Genial.ly und ChatGPT interaktiv und eigenständig lernen. Englisch: Unterricht, Übungen, Material 5-10, 64(4. Quartal), 34–36.
• Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education, 56(2), 429–440. https://doi.org/10.1016/j.compedu.2010.09.004
• Oppenlaender, J. (2022). A Taxonomy of Prompt Modifiers for Text-To-Image Generation. Computer Science > Multimedia. https://doi.org/10.48550/ARXIV.2204.13988
• Raffone, A. (2022). Gamifying English Language Learning through Interactive Storytelling and MALL Technologies. Language Teaching Research, 126–133. https://doi.org/10.1177/13621688221110206
• Schmidt, T., & Strasser, T. (2022). Artificial Intelligence in Foreign Language Learning and Teaching. A CALL for Intellgent Practice. Anglistik, 33(1), 165–184. https://doi.org/10.33675/ANGL/2022/1/14
• Shifman, L. (2014). Memes in digital culture. The MIT Press.
• Simon-Liedtke, J. T., & Baraas, R. (2022). The Future of eXtended Reality in Primary and Secondary Education. In I. Garofolo, G. Bencini, & A. Arenghi (Hrsg.), Studies in Health Technology and Informatics. IOS Press. https://doi.org/10.3233/SHTI220886
• Strasser, T. (2020). Explainer videos in the EFL-classroom. Praxis Englisch, 2/2020(Digitally enhanced ELT-digital literacy in thge English classroom 2/2020), 29–33.
• Strasser, T. (2021). AI in the EFL-classroom. Clarifications, potentials and limitations. In C. Lütge & T. Merse (Hrsg.), Digital Teaching and Learning: Perspectives for English Language Education. (S. 85–102). Narr Francke Attempto.
• Strasser, T. (2023). Digital tools in foreign language teaching and learning; educational applications. In N. Pachler & A. Redondo (Hrsg.), Teaching Foreign Languages in the Secondary School – a Practical Guide. 3rd revised edition (S. 65–82). Routledge.
• Strasser, T. (2023). ELT in the digital age: We have come a long way. Arbeiten aus Anglistik und Amerikanistik, 48(1), 121–136. https://doi.org/10.24053/AAA-2023-0006
• Strasser, T. (2023). Narrow AI-powered Visualization Facilitation Tools in Foreign Language Learning: A visual approach promoting equal opportunities in foreign language grammar teaching. In C. Burkholder, J. Schwab-Cartas, & F. Aladejebi (Hrsg.), Facilitating Visual Socialities: Enacting Ethical Practicesin Visual Research Facilitation (S. 85–98). Palgrave & Macmillan.
• Strasser, T. (2023). Not another Chat-GPT love song!? Warum der Chatbot nur ein Puzzleteil in der Diskussion ist. ForumBD Magazin. https://magazin.forumbd.de/lehren-und-lernen/not-another-chatgpt-love-song/
• Strasser, T., & Beyer, D. (Hrsg.). (2023). Digitales Lernen. Aufgabenformate & Lernprodukte (Bd. 184). Friedrich Verlag.
• Strasser, T., & Schmidt, T. (2023). Don’t trust the machine. KI für das Schreiben von Beschwerdetexten nutzen und reflektieren. Der Fremdsprachliche Unterricht Englisch, 184, 20–27.
• Strasser, Thomas. (2023). Schwache KIs,
Zuordnung im Vorlesungsverzeichnis
BEd 046/407
Modul 10
Modul 10
Letzte Änderung: Do 09.10.2025 07:30
AI for lesson design: creating materials, explainer videos, and gamified learning tasks
Efficiency boosters: AI hacks for planning, feedback, and assessmentBy the end, you will have built your own AI Teacher Toolkit and the skills to motivate and engage learners while using AI in a reflective and responsible way.Learning Outcomes
By the end of this course, you will be able to:Explain the opportunities and risks of AI in EFL contexts
Select and critically evaluate AI tools for specific learning goals
Design, implement, and evaluate AI-enhanced lesson materials and activities
Reflect on and further develop your own AI-based teaching practice