{"title":"Ruth TRÜB: An Empirical Study of EFL Writing at Primary School. Tübingen: Narr 2022, 293 Seiten [58 € Paperback – open access: E-Book]","authors":"Heike Mlakar","doi":"10.24053/flul-2023-0026","DOIUrl":"https://doi.org/10.24053/flul-2023-0026","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Playful learning has been shown to create engaging learning activities for students, giving them agency, or the illusion of agency, in their learning experience. But how is this aim of giving students more autonomy understood and valued by the students themselves? In this study, I analyse interview data with students after one school year of using a gamified application for foreign language learning, and answer the question: How have the design aims for autonomy been interpreted by the students in the interview data? A reflexive thematic analysis of the interview data reveals a surprising contrast between the designers’ wish to give students the opportunity to develop their autonomy, and the students suggesting the playful learning experience should be closer to traditional schoolwork. The findings of this paper show the challenge of combining a playful frame with the potential for the emergence of learner autonomy in the school context. This challenge has interesting implications for the design of playful learning situations and for further research on the intersection of the playful learning and learner autonomy research fields.
{"title":"A certain degree of freedom: the challenge of learner autonomy in playful foreign language learning","authors":"Caroline Cruaud","doi":"10.24053/flul-2023-0019","DOIUrl":"https://doi.org/10.24053/flul-2023-0019","url":null,"abstract":"Playful learning has been shown to create engaging learning activities for students, giving them agency, or the illusion of agency, in their learning experience. But how is this aim of giving students more autonomy understood and valued by the students themselves? In this study, I analyse interview data with students after one school year of using a gamified application for foreign language learning, and answer the question: How have the design aims for autonomy been interpreted by the students in the interview data? A reflexive thematic analysis of the interview data reveals a surprising contrast between the designers’ wish to give students the opportunity to develop their autonomy, and the students suggesting the playful learning experience should be closer to traditional schoolwork. The findings of this paper show the challenge of combining a playful frame with the potential for the emergence of learner autonomy in the school context. This challenge has interesting implications for the design of playful learning situations and for further research on the intersection of the playful learning and learner autonomy research fields.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Zur Einführung in den Themenschwerpunkt","authors":"Marta García García","doi":"10.24053/flul-2023-0018","DOIUrl":"https://doi.org/10.24053/flul-2023-0018","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gamification can be more than rewards. For this study, an application was developed, which conveys the usual content of a Spanish textbook via a detective case in a playful and narrative way. Therefore, approaches of task-based language learning (TBLL), content-based gamification, and storytelling are used. The content-based gamification approach combines playful elements, storytelling, and learning objects. Learning content, such as sociocultural knowledge or linguistic resources, becomes part of a playful setting. Within the design-based research study, the app was cyclically tested with several groups of 7th graders. Qualitative data were collected and evaluated. The results show that this approach leads to a high level of problem orientation. The learners work on the tasks primarily in order to solve the detective case. The virtual space has the potential to promote perspective-taking and immersion processes so that learners immerse themselves in a target language world. Finally, these results culminate in a model for content-based gamification in TBLL (IGAF), which can be used for the development of similar teaching and learning arrangements.
{"title":"Inhaltliche Gamification im aufgabenorientierten Fremdsprachenunterricht (IGAF)","authors":"Eric Wolpers","doi":"10.24053/flul-2023-0020","DOIUrl":"https://doi.org/10.24053/flul-2023-0020","url":null,"abstract":"Gamification can be more than rewards. For this study, an application was developed, which conveys the usual content of a Spanish textbook via a detective case in a playful and narrative way. Therefore, approaches of task-based language learning (TBLL), content-based gamification, and storytelling are used. The content-based gamification approach combines playful elements, storytelling, and learning objects. Learning content, such as sociocultural knowledge or linguistic resources, becomes part of a playful setting. Within the design-based research study, the app was cyclically tested with several groups of 7th graders. Qualitative data were collected and evaluated. The results show that this approach leads to a high level of problem orientation. The learners work on the tasks primarily in order to solve the detective case. The virtual space has the potential to promote perspective-taking and immersion processes so that learners immerse themselves in a target language world. Finally, these results culminate in a model for content-based gamification in TBLL (IGAF), which can be used for the development of similar teaching and learning arrangements.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Frank HEISEL: Politische Bildung im Fremdsprachenunterricht. Eine Analyse aktueller Lehrbücher für den Spanischunterricht. Stuttgart: ibidem 2022 (Romanische Sprachen und ihre Didaktik, Band 74), 631 Seiten [109,90 Euro]","authors":"Katharina Wieland","doi":"10.24053/flul-2023-0030","DOIUrl":"https://doi.org/10.24053/flul-2023-0030","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Elizabeth B. BERNHARDT, Michael L. KAMIL: Conducting Second-Language Reading Research. A Methodological Guide. New York, London: Routledge 2022, 140 Seiten [32,39 €]","authors":"Erzsébeth Szabó","doi":"10.24053/flul-2023-0027","DOIUrl":"https://doi.org/10.24053/flul-2023-0027","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"THI Than Hien Bui: Selbstlernen mit einem Online-Sprachlernprogramm. Eine empirische Untersuchung zum Lernverhalten von DaF-Lernenden auf Niveaustufe A1 beim Umgang mit Duolingo. Tübingen: Narr Francke Attempto 2022, 420 Seiten [78 €]","authors":"Nicola Würffel","doi":"10.24053/flul-2023-0028","DOIUrl":"https://doi.org/10.24053/flul-2023-0028","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With their definition of the ability to participate in discourses, the German educational standards open venues for a primarily functional understanding of this superordinate goal of language education. However, such a notion of discourse literacies may be seen as anachronistic since discourses are always related to questions of power and values. Consequently, learners need to develop critical discourse literacy in addition to functional communicative skills. This article seeks to identify the critical components of the ability to participate in discourses and suggests a two-fold concept of critical discourse literacies. Against the background of a discussion of existing approaches to discourse literacies in language education, this contribution argues for both the development of an awareness of discursive structures and the consideration of human rights as a value base for critical (self)reflection when it comes to preparing learners for participation in global discourses.
{"title":"Kritische Diskursfähigkeit im Fremdsprachenunterricht Ein Beitrag zur Ausdifferenzierung eines Leitkonzepts schulischer Bildung","authors":"Anika Marxl, Ricardo Römhild","doi":"10.24053/flul-2023-0008","DOIUrl":"https://doi.org/10.24053/flul-2023-0008","url":null,"abstract":"With their definition of the ability to participate in discourses, the German educational standards open venues for a primarily functional understanding of this superordinate goal of language education. However, such a notion of discourse literacies may be seen as anachronistic since discourses are always related to questions of power and values. Consequently, learners need to develop critical discourse literacy in addition to functional communicative skills. This article seeks to identify the critical components of the ability to participate in discourses and suggests a two-fold concept of critical discourse literacies. Against the background of a discussion of existing approaches to discourse literacies in language education, this contribution argues for both the development of an awareness of discursive structures and the consideration of human rights as a value base for critical (self)reflection when it comes to preparing learners for participation in global discourses.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121054660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a framework model for a foreign-language classroom that makes use of the Arts (i.e., drama, visual arts, music, literature, etc.). This model contains the central elements of an Arts-based foreign-language instruction, which are arranged to form a plausible causal structure of the classroom teaching and student learning. As intermediate teaching outcomes, the model assumes changes in students’ personality states, i.e., changes in their current motivation, creativity, or empathy, which result from the students’ engagement with the Arts. As final teaching outcomes, the model assumes a development of students’ L2 competences, i.e., of their L2 speaking, listening, writing, reading, mediation, vocabulary, and grammar skills. The framework model is based on earlier accounts which assume that all teaching outcomes derive from an Arts-based foreign-language instruction as final teaching results. In contrast, the present framework assumes that Arts-based teaching outcomes are partially nested.
{"title":"Ein Rahmenmodell für den kunstbasierten Fremd- sprachenunterricht – unter Einbezug von Theater, Bildender Kunst, Musik und Literatur","authors":"Andreas Wirag","doi":"10.24053/flul-2023-0002","DOIUrl":"https://doi.org/10.24053/flul-2023-0002","url":null,"abstract":"This article presents a framework model for a foreign-language classroom that makes use of the Arts (i.e., drama, visual arts, music, literature, etc.). This model contains the central elements of an Arts-based foreign-language instruction, which are arranged to form a plausible causal structure of the classroom teaching and student learning. As intermediate teaching outcomes, the model assumes changes in students’ personality states, i.e., changes in their current motivation, creativity, or empathy, which result from the students’ engagement with the Arts. As final teaching outcomes, the model assumes a development of students’ L2 competences, i.e., of their L2 speaking, listening, writing, reading, mediation, vocabulary, and grammar skills. The framework model is based on earlier accounts which assume that all teaching outcomes derive from an Arts-based foreign-language instruction as final teaching results. In contrast, the present framework assumes that Arts-based teaching outcomes are partially nested.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123086687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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