The overall aim of this master thesis is to examine which opportunities and issues within the virtual EFL classroom could arise from distance learning in Germany. Therefore, the first chapter will examine the difference between homeschooling and distance learning, since their definitions are not the same. It is also relevant to look at different countries and their regulations and implementations for home-schooling or distance learning in order to retrace the arguments for and against a possible implementation of homeschooling in Germany.
The closure of German schools during the lockdown(s) forced teachers, students and parents to change over to distance learning. As this adjustment has presented a challenge for all persons involved, there is a need to identify appropriate tools and methods for the virtual EFL classroom. Hence, it is relevant to learn about the experiences of teachers who presented and students who attended online English lessons. This will be done in form of online questionnaires which aim to identify appropriate digital resources for the virtual EFL classroom as well as possibilities and problems that could arise from distance learn-ing in EFL.
The final step of this thesis is to develop a sample online English lesson in times of distance learning as an alternative possibility to a traditional English lesson in the class-room on the basis of the results from the questionnaires. Therefore, both perspectives -teachers and students- will be taken into consideration, since their experiences help to im-prove distance learning in English. The main goal of the development of this online lesson in English is to show that teachers are also able to fulfill the requirements of the curriculum in distance learning and bearing this in mind, a possible implementation of a hybrid learning system could be an alternative way of learning and teaching for the future.
Table of Contents
1. Introduction
2. Homeschooling vs. distance learning
2.1 Homeschooling: different regulations in different countries
2.2 Distance Learning: the involuntary implementation of distance learning in Europe (Germany) and its variations due to the Corona Pandemic
3. The prerequisite of digital media
3.1 Defining digital media and media literacy
3.2 Studies on the usage of digital media and the process of digitalization in schools
3.3 Advantages and disadvantages of digital media in schools and in distance learning
3.4 Digital media in EFL education: the flipped classroom
3.5 Language learning strategies in independent learning environments
4. Distance learning during the lockdowns in Germany
4.1 Surveying digital tools and methods within the virtual EFL classroom
4.2 The outcomes and results of the study
4.2.1 The teacher perspective
4.2.2 The student perspective
4.3 Opportunities for distance learning in EFL
4.4 Issues of distance learning in EFL
5. A sample online English lesson on the basis of the surveys´ outcomes
5.1 Fostering students´ intercultural communicative competence through exploring another country
5.2 Reflected choice of digital resources for the sample online lesson
5.3 Outlook on further online lessons about Canada
6. Alternative ways to traditional EFL classroom teaching for the future
7. Conclusion and outlook
8. References
I Appendix
Objectives & Core Themes
The primary objective of this master's thesis is to evaluate the opportunities and challenges arising from distance learning within the virtual EFL (English as a Foreign Language) classroom in Germany. It examines how digital media can be effectively integrated to maintain educational continuity during lockdowns and explores pedagogical strategies to foster independent learning, ultimately proposing a sample online lesson plan to bridge the gap between traditional and digital instructional models.
- The distinction between homeschooling and distance learning during the pandemic.
- The role of digital media, digital literacy, and the flipped classroom approach in EFL.
- Analysis of empirical data gathered from teacher and student surveys on distance learning experiences.
- Development of a learner-centered online lesson module focused on intercultural communicative competence.
- Future perspectives on hybrid learning models in German secondary education.
Excerpt from the Book
3.1 Defining digital media and media literacy
According to an online dictionary, digital media are defined as “video, audio, software, or other content that is created, edited, stored, or accessed in digital form, through numeric encoding and decoding of data” (dictionary.com). Putting it more precisely into the context of educational learning, digital media refer to computer-based offers for learning and teaching (cf. Persike & Friedrich 2016: 11). Bearing this definition in mind, for the further course of this thesis the term digital media shall refer to any kind of medium that presents data on digital devices.
According to Grimm et al. (2015), the prerequisite of using digital media also includes media literacy as an important aspect due to the fast development of information and communication technology and its impact on today´s society. Considering this, the Kultusministerkonferenz³ established a national framework regarding the Medienbildung in der Schule. This framework defines media education as part of the educational mandate of schools, while media literacy is seen as a Kulturtechnik which is as important as reading, arithmetic, and writing (cf. Kulturministerkonferenz 2012:9 cited in Grimm et al. 2012). With the increasing development of technology, the usage of (digital) media in schools became more relevant and an implementation of a framework was indispensable.
At the end of 2016, the KMK completed this framework with strategies and aims to achieve digital media literacy already in primary schools, due to the fact that the process of digitalization also comprises all areas of life outside the classroom of students at any age. Therefore, the aims were on the one hand to include all competences which students need to participate actively and with self-determination in a digital world from the entry of primary school onwards. This competence presents an integrative part of every subject in order to gain subject based competences as well as basic competences for the digital world.
Summary of Chapters
1. Introduction: This chapter highlights the challenges of the COVID-19 pandemic on global education and introduces the necessity of digital media and independent learning strategies in the German school system.
2. Homeschooling vs. distance learning: The chapter clarifies the definitions of homeschooling and distance learning, contrasting global regulations with the strictly regulated system in Germany.
3. The prerequisite of digital media: It defines digital media and media literacy, examines the state of digitalization in German schools, and discusses the flipped classroom model and independent language learning strategies.
4. Distance learning during the lockdowns in Germany: This section presents the research methodology and findings from surveys conducted with teachers and students, outlining key opportunities and issues in virtual EFL classrooms.
5. A sample online English lesson on the basis of the surveys´ outcomes: This chapter develops a concrete lesson plan for grade nine focused on Canadian First Nations, integrating specific digital tools and objectives to foster intercultural communicative competence.
6. Alternative ways to traditional EFL classroom teaching for the future: The chapter reflects on how the experiences gained during the pandemic can inform future hybrid teaching models in German schools.
7. Conclusion and outlook: It synthesizes the main findings, reaffirms the potential of digital tools for EFL education, and suggests future directions for teacher training and school infrastructure.
Keywords
Distance Learning, Digital Media, EFL Classroom, Homeschooling, Media Literacy, Flipped Classroom, Action Research, Intercultural Communicative Competence, Germany, Pandemic, Online Teaching, Student Engagement, Feedback, Independent Learning, Hybrid Education
Frequently Asked Questions
What is the central focus of this thesis?
The thesis explores the challenges and opportunities of distance learning in the German EFL classroom, specifically examining how digital tools and methods were implemented during the COVID-19 lockdowns.
What are the primary themes discussed?
Key themes include the distinction between homeschooling and distance learning, the role of digital media in education, pedagogical strategies like the flipped classroom, and empirical research on teacher and student experiences.
What is the main research goal?
The goal is to identify effective digital strategies for the virtual EFL classroom and to develop a sample online lesson that promotes intercultural communicative competence.
Which methodology is employed in this research?
The author uses action research, specifically applying Wallace's "reflective cycle" to collect and analyze data through online questionnaires provided to teachers and students.
What is covered in the main section of the work?
The main part analyzes the survey results concerning digital tools, student motivation, and communication issues, followed by the development of a sample lesson plan on Canadian First Nations.
Which keywords best characterize this work?
The work is best characterized by terms such as distance learning, EFL education, digital literacy, and action research within the context of the German pandemic response.
Why is Canada chosen as the subject for the sample lesson?
Canada is chosen as an alternative to typical countries covered in standard textbooks to provide students with a fresh, culturally diverse experience while meeting the requirements of the school curriculum.
How does the author address the lack of student feedback in virtual settings?
The author emphasizes the necessity of consistent, detailed feedback and recommends using platforms like Moodle or Word comment functions to ensure student progress is monitored and supported.
What role does the "flipped classroom" play in this research?
The flipped classroom is proposed as an effective model to transition from teacher-centered to learner-centered instruction, helping to reduce student stress and increase autonomy in foreign language acquisition.
- Citar trabajo
- Anonym (Autor), 2021, Surveying digital Tools and Methods for the virtual EFL Classroom. A sample online English lesson and methodologies reflected, Múnich, GRIN Verlag, https://www.grin.com/document/1176083
