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
Standard
Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. ed. / Timo Ehmke; John Chi-Kin Lee. Routledge Taylor & Francis Group, 2025. p. 146-158.
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - CHAP
T1 - Effective digital practice in the competence-oriented English as a foreign language classroom in Germany
T2 - Focus on L2 development and feedback in an intelligent tutorial system
AU - Schmidt, Torben
AU - Pili-Moss, Diana
N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.
PY - 2025/5/14
Y1 - 2025/5/14
N2 - 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.
AB - 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.
KW - Didactics of English as a foreign language
UR - http://www.scopus.com/inward/record.url?scp=105005032730&partnerID=8YFLogxK
U2 - 10.4324/9781003436065-13
DO - 10.4324/9781003436065-13
M3 - Contributions to collected editions/anthologies
AN - SCOPUS:105005032730
SN - 978-1-032-56552-1
SP - 146
EP - 158
BT - Innovative Teaching and Classroom Processes
A2 - Ehmke, Timo
A2 - Lee, John Chi-Kin
PB - Routledge Taylor & Francis Group
ER -