Digital Tools in the EFL Classroom. Teaching English as a Foreign Language

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

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.