Universität Wien

126230 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2026S)

Taking language learning strategies to the 21st century. Aiming for learner autonomy and differentiation

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
Moodle
We 10.06. 12:15-13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19

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. 21 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Wednesday 11.03. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 18.03. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 25.03. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 15.04. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 22.04. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 29.04. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 06.05. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 13.05. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 20.05. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 27.05. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 03.06. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Wednesday 24.06. 12:15 - 13:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19

Information

Aims, contents and method of the course

English language teachers often find themselves torn between the demands of a (standardised) curriculum and the needs of providing differentiated instruction to cater for the diversity of the typical learner groups. This course will use a focus on language learning strategies (LLS) as an anchor to engage with potential means of differentiation and fostering increased learner autonomy.
Building on what students have learned in the BEd programme, we will extend the theoretical bases of learning strategies, autonomy and differentiation in EFL teaching and explore ways of practical integration into Austrian teaching contexts. An additional emphasis will be given to the role of digital or virtual tools.
Provisional outline of the topic covered in this course:
- Language learning strategies
- Strategy instruction
- Language learner autonomy
- Differentiation
- Technology for strategy instruction, learner autonomy and differentiation

We will engage in class discussions based on readings and their practical relevance, analyse coursebooks and teaching materials and create hands-on practical materials to try out and provide feedback on lesson plans in class presentations.

Assessment and permitted materials

- The final grade will be based on the following:
class participation and preparation of reading/other course materials (10%)
Brief presentation of a digital tool in class (10%)
- Materials analysis (10%)
presentation of materials and lesson plan (35%)
final assignment (35%)

Minimum requirements and assessment criteria

Assessment:
(a) regular class attendance (max. 2 missed sessions)
(b) active class participation
(c) giving presentation on time
(d) uploading / handing in assignments (on time)

Minimum requirements:
- "Prüfungsimmanente" courses are interactive courses. They rely in large parts on flipped-classroom methodologies and therefore require students' regular attendance. Two absences (for whatever reason) are permitted. Two absences (for whatever reason) are permitted.
- Four out of five components as well as the overall score must be positive; all components have to be delivered.

Grading scale:
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut
Minimum 60% of the points have to be collected in case of each criterion.

Examination topics

There is no oral or written exam. For assessment see above.

Reading list

Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47(4), 839–843.
Chamot, A. U. (2012). Differentiated instruction for language and learning strategies: Classroom applications. In W. Meng Chan, K. N. Chin, S. Bhatt, & I. Walker (Eds.), Perspectives on individual characteristics and foreign language education (pp. 115–129). De Gruyter Mouton.
Cohen, A. D. (2014). Strategies in learning and using a second language (Second edition). Routledge/Taylor & Francis Group.
Council of Europe (Ed.). (2020). Common European framework of reference for languages: Learning, teaching, assessment - Companion volume. Council of Europe Publishing.
Eisenmann, M. (2021). Differentiation through digital teaching and learning. In C. Lütge & T. Merse (Eds.), Digital teaching and learning: Perspectives for English language education (pp. 103–124). Narr Francke Attempto.
Oxford, R. L. (2015). Expanded perspectives on autonomous learners. Innovation in Language Learning and Teaching, 9(1), 58–71. https://doi.org/10.1080/17501229.2014.995765

Association in the course directory

Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811

Last modified: We 11.03.2026 08:46