Universität Wien
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120008 UE BEd 10: Wahlbereich für Studierende des Lehramts (PM) - PH Wien (2024S)

Mind the App 3.0: Applying technology-enhanced language learning strategies in the EFL classroom. Beyond the basics

5.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
PH-WIEN
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Blended Learning LV (Präsenztermine, Onlinetermine: synchron/asynchron)
80 % Anwesenheit.

  • Monday 11.03. 08:15 - 11:15 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
  • Monday 08.04. 08:15 - 11:15 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
  • Monday 22.04. 08:15 - 11:15 Digital
  • Monday 06.05. 08:15 - 11:15 Digital
  • Monday 10.06. 08:15 - 11:15 Digital
  • Monday 17.06. 08:15 - 11:15 Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A

Information

Aims, contents and method of the course

This course is designed for pre-service English language teachers with a basic understanding of digital technology and a desire to deepen their (digital) teaching methods. Throughout the course, we will cover both theoretical and practical aspects of technology-enhanced language learning (TELL), including pedagogical principles, types of tools and resources, benefits and challenges, and evaluation and assessment methods. By the end of the course, you will have the skills and confidence to effectively integrate technology into your teaching practice. The course offers practical experience with a range of digital tools, such as online platforms, mobile applications, digital games, podcasts, blogs, and social media. You will be able to create, execute, and evaluate your own TELL activities and projects for your future EFL classrooms.

Course objectives
By the end of this course, you will be able to:
Explain the main concepts and theories of TELL and how they relate to language teaching and learning
Identify and evaluate different types of TELL tools and resources for various language skills and areas
Apply appropriate TELL strategies and techniques to enhance your teaching practice and your learners’ engagement and motivation
Design, implement, and evaluate your own TELL activities and projects for your target learners and contexts
Reflect on your own TELL experience and professional development

Selection of modules (not all modules will be covered):
Module 1: TELL and CALL 201 (theories and practical scenarios of technology-enhanced language learning).
Module 2: TELL applications for language skills and areas (digital tools for listening, speaking, reading and writing9
Module 3: Coursebook analysis and accompanying digital materials (Schulbuchanalyse inkl. multimedialen Elementen)
Module 4: AI and ELT (AI-powered image generators, ChatGPT, AI-powered presentation tools, ChatGPT Cheat Sheet, AI power hacks for your language teaching, AI-powered teacher toolkit)
Module 5: Explainer videos and ELT (how to design the 'perfect' explainer video together with your language learners
Module 6: Gameful language learning (gaming and language learning, gamification, how to create your own language learning game)
Module 7: TELL, ELT, and inclusion (immersion, text-to-speech, etc.)
Module 8: ELT/TELL and creating interactive materials (escape games, pub quizzes, interactive treasure hunts)
Module 9: TTT: Teacher Tools Treasure: your personal digital survival kit for the EFL lesson.

Assessment and permitted materials

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.

Minimum requirements and assessment criteria

- 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%)

Examination topics

Continuous assessment, details will be given in class

Reading list


• 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,

Association in the course directory

BEd 046/407
Modul 10

Last modified: Tu 09.04.2024 12:29