Effective digital practice in the competence-oriented English as a foreign language classroom in Germany: Focus on L2 development and feedback in an intelligent tutorial system
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Authors
This chapter examines English as a Foreign Language (EFL) classrooms in Germany, emphasizing second language (L2) development and feedback through an Intelligent Language Tutorial System (ILTS). Acknowledging the challenges of individualized instruction, the chapter proposes ILTSs as a solution. The focus is on The FeedBook, an ILTS integrated with the EFL syllabus. Results from its implementation phases demonstrate the efficacy of scaffolded feedback, especially for less proficient students. The FeedBook’s potential for inclusive practices, transferability of language gains, and support for implicit learning skills in adolescents are explored. The study contributes to the literature on technology-supported feedback and learner engagement in digitally enhanced language learning. It concludes by calling for continued exploration and development in digitally supported foreign language instruction.
| Original language | English |
|---|---|
| Title of host publication | Innovative Teaching and Classroom Processes : Research Perspectives from Germany and China |
| Editors | Timo Ehmke, John Chi-Kin Lee |
| Number of pages | 13 |
| Publisher | Routledge Taylor & Francis Group |
| Publication date | 14.05.2025 |
| Pages | 146-158 |
| ISBN (print) | 978-1-032-56552-1 |
| ISBN (electronic) | 978-1-003-43606-5 |
| DOIs | |
| Publication status | Published - 14.05.2025 |
Bibliographical note
Publisher Copyright:
© 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
- Didactics of English as a foreign language
Research areas
- General Social Sciences