This thesis raises the questions why we need digitalization, what it can offer, and analyses how it can be implemented in the classroom.
In order to answer this question thoroughly and analyse the software in great detail, the first chapter of this thesis lays the theoretical basis for some didactic theories. The second chapter provides insights on digitalization, in context with multiliteracies and the SAMR-model. In chapter three, the analyzation of the software H5P answers the initially raised questions.
The COVID-19 pandemic put the spotlight to schools and the school system in general. After 18 months of homeschooling and remote education it became obvious, that digitalization had not reached the classroom before and very little progress has been achieved until now. Even though theoretically digital tools were available, it lacked on a working infrastructure in schools in the sense of Wi-Fi, hardware or well-trained teachers. Whether it is for the missing devices as a result of the paperwork to apply for the ‘Digitalpakt Schule’, because of the missing reasons to deal with digitalization in schools as such, or because the teachers are not trained enough to use them; digitalization in schools did not seem necessary, nor wanted, and that was no subject to change for a long time.
In the last few years loads of books, training courses for teachers, congresses, blogs and tweets appeared and at least theoretically digitalization reached schools and classrooms. It seems that ‘digitalization in the English language classroom’ has finally reached teacher education programs at universities and raises a whole new generation of teachers. Not only future teachers, but also current ones should be keen to know why years ago schools stopped to keep up with digitalization, why it needs to be implemented in schools, what it offers, where its limitations are and how traditional teaching methods can be modified into digital settings.
Table of Contents
1. Introduction
2. SLA Theories and EFL Methods in CALL
2.1. Behaviorist Stage of SLA in CALL
2.2. Communicative Stage of SLA in CALL
2.3. Task-Based Approach
2.3.1 Digitally Mediated Task-Based Approach (Tasks 2.0)
3. Digital Change in the EFL Classroom
3.1 Background and Importance
3.2 Multiliteracies
3.3 SAMR-Model
4. H5P Analysis
4.1 General Information on H5P
4.2 Possibilities and Limitations in using H5P
4.3 Examples
4.3.1 Grammar Exercise
4.3.2 Project work / Writing Task
4.4 To sum it up
5. Conclusion
Objectives and Core Themes
This thesis aims to explore the necessity of digitalization in English as a Foreign Language (EFL) classrooms by analyzing the integration of the software H5P within established language learning theories and didactic models.
- Evolution of Computer Assisted Language Learning (CALL) and its theoretical stages.
- Implementation of the Task-Based Approach (Tasks 2.0) in digital environments.
- Analysis of digital change via the SAMR-Model and the concept of Multiliteracies.
- Practical evaluation of H5P features, including grammar exercises and project-based writing tasks.
- Assessment of student motivation and the role of feedback in digital language learning.
Excerpt from the Book
2.1. Behaviorist Stage of SLA in CALL
The main influences on Behaviorism were the American psychologist John B. Watson and the behaviorist Frederic Skinner. Behaviorists assume that a certain behavior gets achieved through repetition, rewards and punishments (Kiyunja 2014; Warschauer & Healey 1998). Learners are rather passive and learning in the behaviorist theory focusses on the relationship between the environment and the learners’ behavior. It “occurs through a process of events [and is] the result of forming connections between stimuli from that environment and related responses” (Skinner 1953 as cited in Kiyunja 2014: 95). Learners learn from repeated practice and a positive feedback (reward) for every right answer and punishment for every wrong answer. This is what Skinner calls ‘conditioning’.
First implemented in the 1950s/60s, the behaviorist approach to SLA set the basis for CALL in the English language classroom. Even though the communicative approach of second language teaching has already been established, teaching methods went through a rethinking and turned back to behaviorist approaches as it was easier to implement them in combination with binary learning systems on the computer (Davies et al. 2013; Warschauer & Healey 1998). “In this phase […] the computer played the role of the tutor, serving mainly as a vehicle for delivering instructional materials to the learners. Drill-and-practice programs [emphasis added] were a prominent feature” (Warschauer 1996 and Warschauer & Healey 1998 as cited in Davies et al. 2013: 30) that were able to give pupils direct feedback, never got tired or judgmental and enabled students to work individually (Warschauer & Healey 1998). The researcher drew parallels from the computer to ‘Skinner-machines’ as the features they provided were no different (Bündgens-Kosten & Schildhauer 2020).
Summary of Chapters
1. Introduction: This chapter highlights the pandemic-driven necessity for school digitalization and outlines the thesis's goal to analyze H5P within didactic frameworks.
2. SLA Theories and EFL Methods in CALL: This section details the historical progression of CALL through behaviorist, communicative, and task-based stages, establishing the theoretical grounding for the study.
3. Digital Change in the EFL Classroom: This chapter discusses the urgency of modernizing schools through concepts like Multiliteracies and introduces the SAMR-Model as an analytical framework.
4. H5P Analysis: This core chapter evaluates H5P by examining its technical possibilities, pedagogical limitations, and practical applications in grammar and project-based work.
5. Conclusion: The concluding chapter synthesizes findings, affirming that digitalization and software like H5P are essential for preparing students for a globalized future.
Keywords
Digitalization, EFL Classroom, H5P, CALL, Task-Based Language Teaching, SAMR-Model, Multiliteracies, Second Language Acquisition, Digital Competences, Scaffolding, Drill-and-Practice, Constructivism, Learner-Centered, Teacher Education, Educational Technology
Frequently Asked Questions
What is the core focus of this thesis?
The thesis investigates how digitalization can be effectively implemented in the EFL classroom, specifically through the use of the H5P software in relation to current didactic theories and language teaching methods.
Which central topics are discussed?
The work covers the evolution of CALL, the Task-Based Approach, the impact of digital media on literacy (Multiliteracies), and how to measure the effectiveness of digital tools using the SAMR-Model.
What is the primary research goal?
The goal is to analyze whether and how H5P supports modern teaching requirements and to evaluate its potential to enhance student motivation and learning outcomes.
Which scientific methods are employed?
The thesis uses a qualitative analysis approach, connecting established Second Language Acquisition (SLA) theories with a practical examination of H5P features in a school context.
What does the main part of the work cover?
The main part includes a theoretical foundation, an analysis of digitalization in schools, and a detailed case study where H5P is applied to specific grammar exercises and project-based writing tasks.
Which keywords define this work?
Key terms include Digitalization, H5P, CALL, Task-Based Language Teaching, SAMR-Model, Multiliteracies, and Scaffolding.
How does H5P handle corrective feedback?
H5P uses a programmed scoring system that provides immediate feedback, though the author notes that it relies on pre-defined answers and lacks the ability to analyze complex or individual student mistakes.
What is the significance of the SAMR-model in this analysis?
The SAMR-model serves as a guideline to evaluate the pedagogical depth of digital tools, helping to determine if a task merely substitutes traditional methods or actually transforms the learning process.
Does the author recommend H5P for future teaching?
Yes, the author expresses a strong willingness to use the software in their future professional career, citing that the educational advantages far outweigh the current technical limitations.
- Arbeit zitieren
- Anonym (Autor:in), 2021, Digital Tools in the EFL Classroom. Teaching English as a Foreign Language, München, GRIN Verlag, https://www.grin.com/document/1176177
