Dieser Beitrag berichtet über eine Pilotstudie zum Einsatz von ChatGPT als FeedbackTool im prozessorientierten Schreiben von 14 Deutschlernenden in einer schwedischen Oberstufenklasse (Alter 17 Jahre). Unsere Fragestellungen sind 1) Welche Einstellungen hat die Lehrkraft zum Einsatz von ChatGPT als Feedback-Tool? 2) Welchen Einfluss hat die Verwendung von KI-modifizierten Schülertexten auf das metalinguistische Bewusstsein und die Textreflexion der Lernenden? Unsere Daten bestehen aus Lehrerinterviews vor und nach der Arbeit mit ChatGTP und einem Fragebogen unter den Lernenden. Laut Lehrkraft lagen die KI-generierten Texte weit über dem Niveau der Lernenden und wurden wenig zur Textüberarbeitung benutzt. Die Lernenden hatten Probleme, ihre Fehler zu verstehen, und zeigten wenig Engagement für die Überarbeitung ihrer Texte. Die Mehrheit äußerte sich aber positiv über die Verwendung von ChatGPT als Feedback-Tool, besonders im Hinblick auf Wortschatzkenntnisse und Satzstrukturen. Einige bemängelten jedoch ein zu hohes Sprachniveau, unzuverlässige Vorschläge und Verständnisprobleme, was im Einklang mit den Aussagen der Lehrkraft steht. Es stellte sich heraus, dass die ChatGPT-Version kaum zur Textüberarbeitung genutzt wurde, weil sie nicht an das Niveau der Lernenden angepasst war. Dies zeigt, dass Lehrkräfte und SchülerInnen Anleitung zur Verwendung von geeigneten Prompts bei der Verwendung von KI im Sprachunterricht bekommen müssen, um einen angemessenen Output generieren zu können.

In this article, we focus on writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 18 Swedish learners of German (level A2 ̶ B1) working with process oriented writing for three months were analysed. Our study is mainly guided by the following questions: How does the analysis method affect the assessment of a text regarding text quality? To what extent do different analysis methods give a fair picture of the quality in learner texts? In this study, we compare the result from an error analysis of different linguistic categories with an analysis concerning syntactic complexity. Syntactic complexity is measured in two different ways; Firstly, a learner profile based on Grießhaber’s categories was conducted. Secondly, the total amount of complex sentences (correct as well as incorrect) containing sub- and coordination, and the total amount of correct clauses was investigated. These variables were related to text length. Our study shows that different analysis methods lead to diverging results. No correlations were found between text length and measures of syntactic complexity and accuracy.

In this article, we focus on writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 18 Swedish learners of German (level A2 ̶ B1) working with process oriented writing for three months were analyzed. Our study is mainly guided by the following questions: How does the analysis method affect the assessment of a text regarding text quality? To what extent do different analysis methods give a fair picture of the quality in learner texts? In this study, we compare the result from an error analysis of different linguistic categories with an analysis concerning syntactic complexity. Syntactic complexity is measured in two different ways; Firstly, a learner profile based on Grießhaber’s categories was conducted. Secondly, the total amount of complex sentences (correct as well as incorrect) containing sub- and coordination, and the total amount of correct clauses was investigated. These variables were related to text length. Our study shows that different analysis methods lead to diverging results. No correlations were found between text length and measures of syntactic complexity and accuracy.

In this article, we present the results of an intervention study on process-oriented writing from students of German as a foreign language in a Swedish upper secondary school course 4 (equivalent to CEFR level B1). The article focuses on the students’ mind maps from the planning phase in process-oriented writing, to find out how these have influenced text length and text design (correlation between the number of categories in the mind maps, text content and text length). We also examine syntactic complexity in the texts. Our aim is to find out to what extent syntactic complexity and text length correlate. Syntactic complexity was assessed by measuring the number of complex sentences (correct as well as incorrect) containing sub- and co-ordinations. The results showed that there is a tendency for content-rich and elaborated mind maps to lead to more content-rich texts. No correlations were found between text length and syntactic complexity. 

In diesem Artikel präsentieren wir die Ergebnisse einer Interventionsstudie zum prozessorientierten Schreiben von schwedischen Schülerinnen und Schülern im Deutsch als Fremdsprache-Unterricht in Kurs 4 (entspricht dem Niveau B1 des GER) an einem schwedischen Gymnasium. Im Fokus stehen die Mindmaps der Schülerinnen und Schüler aus der Planungsphase beim prozessorientierten Schreiben. Wir wollen feststellen, wie diese die Textlänge und die Textgestaltung beeinflusst haben (Korrelation zwischen der Anzahl der Kategorien in den Mindmaps, dem Textinhalt und der Textlänge). Wir untersuchen außerdem die syntaktische Komplexität in den Texten, um herauszufinden, inwieweit syntaktische Komplexität und Textlänge miteinander korrelieren. Die syntaktische Komplexität wurde anhand der Anzahl komplexer Sätze (korrekte und inkorrekte), die Sub- und Koordinationen enthalten, ermittelt. Die Ergebnisse zeigen die Tendenz, dass inhaltsreiche und elaborierte Mindmaps zu inhaltsreicheren Texten führen. Hinsichtlich der Textlänge und der syntaktischen Komplexität wurden keine Korrelationen gefunden.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts.

In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

In this study, we explore students’ attitudes towards the use of digital tools in the learning of English in Sweden and Germany. Further, we look into the official policies concerning digitalization in schools in both countries.  The hypothesis of this study is that there will be differences in the treatment of and attitudes to digital tools between the students and between the two countries. Data were collected through a semi-structured questionnaire answered by 155 German and 185 Swedish students, aged 15‒16. The study shows that there are differences in how digital tools are integrated in school education. Although Sweden and Germany can be perceived as empirical contexts within a common European background, they have diverse viewpoints on how digital learning should be prioritized and facilitated for school level education. The Swedish system is more conversant with the use and integration of digital learning tools as compared to Germany. While Swedish students use a variety of tools, there is a lack of access to digital learning tools in Germany. This is also obvious in how Swedish students are more comfortable with and are able to present stronger suggestions for the improvement of digital tools as compared to the   German students. Our results also show the lack of efficient digital learning tools in both Sweden and Germany. Co-creation between students,  teachers,  entrepreneurs and policymakers must be encouraged to support innovative, efficient and user-friendly digital tools in education.  

Under senare år har flera satsningar gjorts på forskarskolor för lärare, i syfte att bygga upp skolans kunskapsbas och öka antalet lärare i skolan med utbildning på forskarnivå.

Den här bokens innehåll baseras på resultaten från den nationella forskarskolan för språklärare De främmande språkens didaktik (FRAM) som bedrevs med stöd från Vetenskapsrådet under perioden 2012-2015.

Forskarskolan möjliggjorde ett unikt kunskapsutbyte mellan aktiva lärare som fann intressanta studieobjekt i sin aktuella undervisningskontext och akademins forskare som såg relevansen hos projektidéerna mot bakgrund av forskningsfältet. Denna typ av samverkan inom forskning och utbildning uppfyllde det övergripande syftet med forskarskolan. En synergieffekt var att den språkdidaktiska forskningen i Sverige fick ett viktigt tillskott av klassrumsnära forskningsprojekt inom ett brett spektrum av inriktningar. Med utgångspunkt i forskarskolans tre huvudområden, nämligen språkinlärning, digitala resurser i språkundervisningen samt språklig bedömning, utmejslades projekt bland annat om flerspråkighet, motivation, språk- och ämnesintegrerad undervisning, feedback, (sam)bedömning med mycket mera.

Medverkande författare är tio lärare som forskat om lärande, undervisning och bedömning av engelska och moderna språk. Deras arbeten presenteras i separata kapitel. I inledningen ger bokens redaktörer en inblick i hur en forskarskola för lärare kan vara upplagd och hur FRAM bidragit till det expanderande och mångfacetterade forskningsfältet Språkdidaktik.

Vet du att Kronobergs län exporterar mest per invånare i hela Sverige?

Vet du att Tyskland är Sveriges största handelspartner?

Vet du att hela 45 procent av svenska företag 2016 angav att det är mycket eller relativt svårt att rekrytera personal med rätt språkkompetens.

Vet du att ett flertal kommuner har avskaffat franska och tyska på högstadiet!?

Vet du att chanserna att få jobb ökar betydligt om du kan fler språk än engelska?

Swedish students’ proficiency in written production in a third language has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g., Manchón 2011), writing tends to be a neglected skill in foreign language classrooms. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this study, we focus on process-oriented writing, by addressing the following questions: What impact does work with written production have on students’ attitudes to text production? What effect does direct corrective feedback from fellow students have on writing accuracy? (e.g., Ekanayaka & Ellis 2020). To answer these questions, texts from 20 Swedish learners of German in upper secondary school (level A2-B1) were analyzed. The learners were working with process-oriented writing for three months, i.e., texts were revised after group feedback. They were also asked to fill in a questionnaire on background information and attitudes to the work with process-oriented writing. Our study contributes with information on writing practices in the foreign language classroom and the effect direct corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.