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Teilprojekt 10 (Englisch)

Using new technologies to support personalized and collaborative learning in the heterogeneous EFL primary classroom

This project investigates the potential of technology-enhanced communicative language teaching for creating opportunities for personalized learning and collaboration in the young learner EFL classroom. The project will focus on the use of digital technologies (e.g. electronic whiteboards, web-based materials, videoconferencing and mobile technologies) for personalized and collaborative learning and teaching. The project investigates both the classroom processes (e.g. interaction between learners, task-in-process, learners´ perspectives) and the competencies teachers need to successfully integrate digital technologies into their teaching. In order to address the purposes of such a study, the following research questions were formulated for the first phase of the project:

  1. How is the classroom language teaching/language learning process affected by the use of new technologies?
  2. What are the main criteria for the design and the evaluation of technology-enhanced communicative language teaching materials that support personalized and collaborative EFL learning?

It will follow a ‘collaborative action research’ (Burns, 2001) approach, in which in-service and pre-service teachers are supported by university researchers in a process of structured and systematic reflection on the relationship between professional practice and theory. In the first phase of the project (3 years), three longitudinal case studies will be conducted over one academic year in different primary schools in various types of environment (e.g. urban and rural). This phase will focus on the design, implementation and evaluation of technology-enhanced EFL lessons in order to investigate how emergent technologies can support the language learning process of young learners, as well as address heterogeneity. Research data will be collected via video-recordings of school lessons, in-depth individual interviews with the participating teachers and focus groups interviews with the learners.