Teaching German as a Foreign Language with Open Educational Resources (OER)

Primardiana H Wijayati,M Kharis,Martin Ebner,Edy Hidayat,Dewi Kartika Ardiyani,Sandra Schön

doi:10.3991/ijet.v17i04.23225

Abstract

The focus of this research is to find OER to be used in learning German as a foreign language levels A1 to B1 of the The Common European Framework of Reference for Languages (CEFR) standards and to implement in teaching at University of Malang (Indonesia). An overview of the OER will be given, which was categorized language learning level, themes, among others level and themes. From the implementation in university classes with about 19-21 years old, our interviews with five lecturers and their answers in an online questionnaire showed that the OER material in learning did provide many benefits for lecturers and students, including the variety of materials, the forms, and the economic aspect. However, the existing OER still have some downsides, like their suitability to the needs of lecturers and students, in terms of their themes, the technical requirements and levels of difficulty.

Highlights

If educators want to use educational resources which are free to re-use, modify and re-publish, the copyright worldwide limits this option
We give an overview about our analysis of OER and experiences of five lecturers who used OER for teaching German as a foreign language (GFL) in courses of the Universitas Negeri Malang
To answer the first problem, the researchers have searched, read, sorted and selected websites containing the materials with OER license, and can be used for GFL at A1 to B1 levels of Common European Framework of Reference for Languages (CEFR) standards

Summary

Introduction

If educators want to use educational resources which are free to re-use, modify and re-publish, the copyright worldwide limits this option. The term and concept of open educational resources (in short OER) is world-wide known and internationally recommended by UNESCO [2] and The Organisation for Economic Co-operation and Development (OECD) [3]. Their usage is recommended as OER are seen as a base for a more inclusive, open, sustainable education and world [2]. Universities share for copyright issues in teaching, that OER gives new teaching opportunities, or that OER supports lifelong learning – and public relation [4]. A research report iJET ‒ Vol 17, No 04, 2022

Results

Discussion

Conclusion