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Der Beitrag berichtet von einer Studie unter 107 Englischstudierenden in Österreich, die in der ersten Phase des COVID-19 Lockdowns von März bis Juni 2020 durchgeführt wurde. Zur Untersuchung wurden vier Arten von Online Interaktion (learner-self, learner-interfact, learner-content und learner-support) herangezogen (Ally, 2011; Boling, Hough, Krinsky, Saleem, & Stevens, 2012; Zheng, Lin, & Kwon, 2020). In einem Mixed-methods Untersuchungsdesign wurden geschlossene Fragebogenitems mithilfe quantitativer Methoden auf Verteilung und Homogenität der verwendeten Skalen untersucht, während offene Fragestellungen mittels Inhaltsanalyse verarbeitet wurden. Diese parallel durchgeführten Analysen mündeten in eine Triangulation der Daten, welche die folgenden Ergebnisse brachte: Studierende erleben regelmäßige Unterstützung durch die Lehrenden, welche ihre Lehrmaterialien in Lernmaterialien umwandeln, als ihrem Lernerfolg zuträglich. Wichtig erscheint der Einbezug von Aufgaben, welche kognitiv anspruchsvolle Denkprozesse initiieren. Darüber hinaus wurden positive Lernerlebnisse in Bezug auf Unterstützung durch die Lehrpersonen beschrieben, jedoch ein Defizit in Bezug auf kooperative und kollaborative Lernformen unter Studierenden. Der Artikel endet mit Empfehlungen betreffend die Weiterentwicklung von Online Lehre und weiterführenden Forschungsideen.
Interaction, a central construct in EFL teaching (Huth, 2021), has gained momentum in post-COVID online interactional contexts, in particular for face-to-face (FTF) versus synchronous computer mediated communication (SCMC, Aubrey & Philpott, 2023; Berglund, 2009; Kim, 2014; Loewen & Sato, 2018; Ziegler, 2016; Zou & Jin, 2021). The present exploratory study investigated these two contexts with regard to the interactional components willingness to communicate (WTC), communicative self-confidence (CSC), and frequency of language use (FE) in Austrian student teachers, partly replicating Darasawang and Reinders (2021). Using a parallel convergent mixed-methods design (Creswell & Pla no Clark, 2006), quantitative and qualitative data were collected from 58 student teachers after exposure to both contexts in two CLIL-based courses. An online survey with 21 items explored in how far interactional context affected WTC, CSC, and FE quantitatively. The qualitative study, using two open questions for each component, explored students’ perceptions and explanations of potential interactional differences. Quantitative data were analysed using cumulative link mixed models, qualitative data underwent computer-assisted (MAXQDA) content analysis. Data triangulation revealed partly inconsistent results. On the one hand, there were overall negative effects for SCMC, with explanations including contextual and linguistic factors for CSC and pedagogical reasons for FE. Likewise, students reported higher WTC in FTF, and argued for this with interactional and technology-related reasons. On the other hand, CSC remained inconclusive as to its anxiety component. We interpreted these results with regard to current challenges of post-COVID EFL teacher education in Austria.
Based on current models of literary and communicative competences and building on an action research study carried out in lower secondary schools in Austria, the aim of this article is to outline a methodological framework that EL2 teachers can use when planning a song unit for their learners. This framework seeks to provide a balanced approach to teaching and learning with songs and song lyrics: while fostering EL2 learning in classroom contexts, it does not solely exploit song lyrics as a language resource for EL2-focused teaching purposes, but also aims to do justice to the song itself as a literary and cultural artifact. The paper is divided into three parts. It begins by introducing the key theoretical concepts of the framework, then gives an example of how it can be used for teaching songs. Focusing on this example, the final section draws together the principal findings of an action research project that explored this methodological framework in EL2 secondary school contexts in Austria.
