The integration of information and communication technologies (ICT) in education has increased the possibilities and expanded the boundaries of the learning process. It is also a prerequisite for implementing distance learning. Various online resources, such as e-mail, blogs, forums, online applications, and video hosting sites, can be used to create open learning and education environments. This study focuses on the use of informational educational technologies for learning foreign languages, especially German. The article presents the results of a theoretical analysis of the content of YouTube video materials in terms of their personal and didactic relevance for teaching German as a first or second foreign language in higher education, specifically at a pedagogical university. Based on the practical experience of using several popular thematic YouTube channels with a large and stable audience, a brief didactic analysis of their products is provided and suggestions are made on how to transform video content into methodological material for the practical course of German language for future teachers. The article also explores the potential of using alternative YouTube resources for distance learning with regard to the development of mediation skills as defined by the authors of the CEFR Companion Volume with New Descriptors. Four types of resources that can serve as teaching materials are identified and analyzed; some examples of their preparation and use for the training of future foreign language teachers are given. The article also discusses the open resources ONCOO and TWINE, which can be used to foster the autonomy of future foreign language teachers, and describes their features. The proposed recommendations can help to achieve the following objectives: enriching vocabulary; semanticizing phraseological units, ifxed expressions, clichés; developing pronunciation skills; enhancing linguistic and ICT competencies; improving listening and speaking skills; increasing motivation to learn, etc.
https://kdpu.edu.ua/personal/ovchorna.html (O. V. Chorna); https://kdpu.edu.ua/personal/vagamanuk.html
https://kdpu.edu.ua/personal/avvoznyak.html (A. V. Voznyak)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
2020 highlighted the need to develop open learning and education based on the latest ICT and
open resources, among which web services that allow users to upload and watch videos in their
browsers are particularly attractive. The crisis also emphasized the importance of the teacher’s
role in society. Distance learning [
YouTube [11] is a video hosting service that provides a platform for amateur and professional videos and videoblogs. It is one of the most visited sites on the Internet due to its simplicity and convenience, its ability to facilitate communication without time and spatial constraints, and its feature of enabling users to share their opinions in the comments on the videos.
According to statistics from recent years, “education’’ is consistently among the top ten most popular categories of videos, attracting the attention of billions of regular users from around the world. Education ranked sixth with 38.6 billion views and 2.9 billion regular users. This allows us to confidently consider video hosting as a modern learning tool, especially for learning German.
About 80 million videos were found on YouTube in four languages (Ukrainian, Russian, German and English). You can find videos of diferent specializations on YouTube. Table 1 summarizes the information of the orientation of the authors of the numerous channels of video materials, which are ofered to everybody, who is interested in learning German as a foreign language.
However, the issue of increasing the eficiency of the use of video materials disseminated through the platform in the process of learning German in a higher education institution, in particular in the context of distance learning, remains relevant. 2. Theoretical comprehension of YouTube possibilities in education Analysis of last researches and publications worldwide indicates an increase of the number of authors who devote their works to the problems of using YouTube in teaching foreign languages. The highest level of interest is shown in learning English as a foreign language. This is due to the status of this language in the modern world as lingua franca.
The subject covers a wide range of issues. In particular, Arndt and Woore [12] aim to compare the processes of forming the vocabulary of the second language as a result of interaction with two network media: written blog posts and video blogs. In this analysis the level of assimilation of various aspects of lexical knowledge (spelling, semantic and grammatical) was a subject. In turn, Saudi Arabia scholars have experimentally demonstrated higher productivity of targeting vocabulary in a multimedia environment using video on YouTube compared to the traditional way of learning with images [13].
Antoro [14] explores the use of ICTs, including YouTube, as key tools for creating training materials in order to support distance learning and language learning.
The experimental study of Iranian scholars Souzanzan and Bagheri [15] is concerned with by level of language proficiency by line of work of users by the type of speech activity by means and forms of study
Personal-definite orientation – for children – for teenagers – for adults – for pupils – for students – for professional purposes
Didactic-definite orientation – for beginners – according to the levels of the European Language Education Recommendations – development of certain linguistic competence (lexical, grammatical) – preparation for the examination to confirm the level of language proficiency – everyday communication – communication in a professional environment – lexical trainer – grammar trainer – trainer for improving pronunciation – listening and / or reading – based upon real / educational videos – in the dialogues – by means of exercises – based upon stories – by films – “on the street” – with music the problem of perceiving English as a foreign language in the context of expediency of ICTs use, in particular YouTube, during individual learning.
Brazilian researchers Chimenti and Lins [16], having analyzed the impact of some digital resources on the quality of teaching English at elementary school concluded that the latest ITs could make learning of foreign languages more contextualized, creative and motivated.
On the strength of the assertion, that life-satisfying learning is the best policy for learning English (especially by children), Lee et al. [17] believe that the video is a good bearer of information that is the most suitable for language learning. First of all, it is a great opportunity to capture real life situations, and secondly, it is easy to access the necessary information through YouTube.
According to Cakir [18], due to the emergence of numerous open sources of information (YouTube, Facebook, Twitter, Internet newspapers and magazines) during the globalization period, we are able to observe the phenomenon called “Teaching English to the Speakers of Other Languages” (TESOL) as well as “Teaching English as a Language of Open Sources” (TELOS). TELOS can provide expected multimodal and multidimensional support for TESOL (especially in the context of learning English as a foreign language), enabling the acquisition of pragmatic skills (in particular semantic-syntactic skills), which can only be partially formed in traditional lessons, according to Cakir [18].
According to Bastos et al. [19], YouTube acts as a cognitive tool, which is able to promote raise of the level of critical thinking and cognitive ability of students in the process of learning English as a foreign language.
The analysis of experimental data [20] showed that the use of existing videos and creation of their own videos for the distribution through video hosting increases the motivation of students to learn foreign languages.
Multifunctionality and efectiveness of YouTube as a tool for learning foreign languages is thus evident.
The purpose of the submitted report is: • the illustration of certain aspects of the practical use of commonly used sources of video material in the process of teaching German as the first or second foreign language in a higher school, namely at the pedagogical university; • the representation of recommendations on the conversion of video hosting content to didactic material while learning Practical Course of German Language by future teacher and the development of educational autonomy of all participants in the educational process.
3.1. German courses on YouTube
The interest of the main German apologists, in particular of the Goethe-Institut [
In addition to the main theme, the mention should be made of the traditional separation in the structure of the speech activity of the four components: speaking and listening (these two types belong to oral speech), writing and reading (written speech). The exams for determining the level of language proficiency, including the “Goethe-Zertifikat”, consist of “Lesen” (reading), “Hören” (listening), “Schreiben” (writing) and “Sprechen” (speaking) (oral or individual exam) “Sprechen” (oral or individual exam). Such a division is quite logical, since mastering the native language takes place precisely in this natural scenario: from listening to speaking, reading, and, finally, writing. The practice of working with students, who learn German, shows, that audio competence is the most dificult to formulate. Although at first glance there may be an impression that listening is the easiest for children, without much visible efort, as opposed to writing. However, before starting to pronounce the first words and construct a coherent phrases and sentences, the child for several years is in an absolute linguistic environment where he/she can hear sounds and words of his/her native language, in fact, 24 hours a day. Learning the same foreign language often begins with reading and writing, and then speaking and listening. The perception of speech in real life rarely occurs without visual support, and therefore a significant percentage of information is transmitted by non-verbal means. Involving video materials for listening to music is much more efective than using audio tracks. When a video hero pick up a certain item, naming it at the same time, the need to accompany the introduction of a new lexical unit by the translation disappears. Contemplating certain actions with the subject and listening to the commentary of the heroes, the viewer learns the linguistic roots and grammatical structures.
Of course, it is impossible to make a training video to explain every linguistic phenomenon, so the efectiveness of this learning tool can be greatly enhanced by fixing the new material with additional exercises. Understanding this, the authors of the training series DW ofer users to go to interactive tasks at the specified link to the oficial personal site of the television and radio company. Given the current tendency to reduce the audience load in higher schools of Ukraine and increase the amount of material for independent learning by the student, the use of educational films with exercise complexes can help to optimize their independent work.
YouTube, with its openness to everyone, can be used by teachers as a space for communication. The format of communication in the form of comments is ordinary for modern youth. Free expression of opinions in a foreign language (i.e. speaking) in classes is often hindered by the fear of a public demonstration of an error. Being in a position of assessment by a teacher places the latter in the eyes of the first as a controller, and not as an equal partner in communication.
Ofering students the opportunity to discuss certain video materials in comments without mandatory identification of the person, the teacher uses the opportunity to remove excessive nervous tension of the audience and thus intensify the speech activity. Leading a live dialogue requires a quick reaction of the interlocutors, which is dificult to achieve, especially at the initial stage of language learning. In addition, the limited auditorium time does not allow thinking for too long. Pause reduces the dynamics of conversation, thoughts do not find the personification in the right words, the conversation fails, and thus the ability to feel the language as a means of communication loses. A written discussion of a given topic gives an opportunity to think about a replica, to engage in a conversation in a convenient time, to comment on the previously stated statements more reasonably. The tasks performed during the comments may be verified by the teacher (sometimes by the owner of the channel or by other users). If you watch online video tutorials, you can also achieve momentary synchronous interactivity that brings the conversation as close as possible to the “live” one, but this format is more likely to be used for individual work at home, since for class usage this can be technically dificult and organizationally incompatible, with the same schedule.
On the other hand, the teacher’s own comments (if necessary also incognito) can promote the unobtrusive orientation of the conversation to a certain didactically determined path, and the usage of correct or contextually relevant linguistic constructions, in response to mistaken or misused, will allow correction of errors without causing a psychological discomfort. Observation of the general course of the conversation may become a valuable source of information for revealing personal qualities, preferences, interests and the level of formation of the foreign language competence of its participants. Such a format of communication may become a kind of modernized Socratic dialogue. It will replace the control by monitoring of the quality of education with the subsequent full realization of all the advantages of the latter for the constant improvement of the educational process.
In addition, participants who are not members of a particular training group may be involved in the conversation, so to speak “strangers”. To distinguish them from others in the absence of the desire to register under their own names (at least for the reasons above), you can by agreeing to add a certain code word to the name of the subscriber. The presence of “strangers” opens up good opportunities for the search for “pen-friend”, because among them there are rarely happen to random people. Users from around the world are usually interested in learning German. Focusing on comments, you can choose a potentially interesting and useful for further private communication with the interlocutor. Not only students but also teachers can find for themselves like-minded colleagues in the hosting. Viewers often conduct didactic discussions and share reflections on problems and dificulties related to the learning of German language, especially dificult topics, stylistic nuances, etc.
The occasional cases of participation in commentary discussions on language video teaching media positively motivate those who are only German learners, to search for a tandem partner not only on educational channels. Having a certain passion or hobby and watching videos of relevant subjects in German, where the language ceases are the subject of study and are used exclusively as a means of communication, one can turn to those, who are interested in the common theme of the language and to establish contacts on the appropriate language basis.
Encouraging students or pupils to review not only educational videos but also native speakers’
and various video knowledge departments, you can somewhat make a transition to
substantivelinguistic integrated learning in German – CLILIG. Participation in the conference organized by
the Goethe-Institute in Kyiv in September, 2017 [
The wide theme range of YouTube videos allows you to organize CLIL-based learning not
only at school but also in higher school. Implementations of the principle of inter-subject
communications are subordinated to the program from all disciplines, regardless of the cycles
they belong to. So it only remains to make established communications in foreign languages.
We will speculate on the example of students learning German language within the specialty
014.02 Secondary education. Language and literature (German / English) with an additional
specialty, accordingly (English / German) language. The main professional disciplines for them
are Pedagogics, German and English languages. The vast majority of educational videos, where
the German language is the subject of a study as a foreign language, is aimed to the
Englishspeaking audience. They are often accompanied by English subtitles or by the translation of
individual lexical units (for example [
A narrowly-focused video may be useful while studying a wide range of topics within practical courses and linguistic studies.
As for Pedagogics and German language, it should be noted that it is not dificult to find
videos on the YouTube of a particular topic (for example, the Christian Kißler [
The video format, which is ofered by the “LearnGerman” channel, for example [
Returning to the institutions that promote German in the world, the Goethe-Institute should be reminded once more and noted that a significant number of its projects on YouTube and not only there is intended to prepare applicants for exams to confirm a certain level of language proficiency. In collaboration with the institute, there are also numerous printed guides from several German publishing houses, mostly accompanied by interactive exercises and audio materials. This logically updates the question of what is and is there in general the prevalence of video channels over “classical”, albeit modernized, learning tools. In our opinion, the advantage becomes more obvious, the higher level of language proficiency of the person who prepares for the exam is.
According to [
The number of educational author channels of various content (from lexical / grammatical explanations and audio exercises to reading / listening to literary texts and preparation for language tests) is constantly increasing. Informal educational videos feature a relaxed atmosphere, relevance, and meta-language reflection opportunity, gaining increasing popularity due to such characteristics. Interested in learning language may choose a teacher not only by the form of teaching didactic material (home videos in the format of communication tete-a-tete or recorded videos), but also by the personal authors’ qualities. The latter, in fact, significantly contribute to the promotion of the language and its coverage by a broad audience. It is rarely when a higher schoolteacher may boast thousands of students from around the world who are eagerly awaiting each of his lectures, often defining its topic.
A brief didactical analysis of the general opportunities and practical experience of using the materials of several relevant in the thematic plan channels with a quite wide permanent audience is presented below.
The author of the “Slow German” channel, Anik Rubens, ofers users of YouTube audio clips
on a wide variety of topics (biographies of prominent German figures, national traditions and
customs, domestic issues, social relationships, etc.), dictated at a slow tempo in order to ensure
their better understanding. Each lesson is complemented by full written support of the sounded
text. Using the Urlaub (Vacation) [
The “Deutschlernen durch Hören” channel also produces audio tutorials (educational
dialogues on various themes, songs) and video materials. In particular, audio texts with control
tasks are similar to those used during the “Telc” language exam passing, for example [
The real master of the visual-dramatic song, which does not leave anyone indiferent and
awakens interest to learn language, is Uwe Kind, the author of the “UweKind & LingoTech”
channel, and Singling techniques. Thanks to the amusement, the extraordinariness and, at
the same time, the noticeable eficiency of the latter is used by the students and teachers
of the whole world in studying spoken foreign languages. In collaboration with composer
Mark Schafel, “LingoTech” was created – “it is a music that combines melody, rhythm, drama,
movement and linguistic feedback, becoming a common experience that inspires young people
to learn languages.” LingoTech is based on the assumption that music simplifies the process of
memorization, which allows students to improve foreign pronunciation and intonation [
The author of the “Deutsch in Bildern” channel creates his own educational videos using the
positive aspects of another mnemonic technique, namely, illustrative. In order to demonstrate
the syntactic structure of the sentence and the relationship between its members, there was a
train, in which the locomotive is as a Subject, numerous wagons replace the Object, and the
Adverbial Modifier is associated with railways [
Despite the enormous amount of educational YouTube channels, it is dificult sometimes to ifnd “your own channel” – the one that ofers comprehensive, competent answers to relevant issues regarding a wide variety of linguistic aspects and promotes the development of speech and meta-language competencies. Before advising a specific video or channel to students, you should critically treat content, format, and the author’s professionalism. Three next channels were created by YouTube bloggers who not only studied German as a specialty for a long time, but also have many years of experience in teaching it.
The “Deutsch mit Marija” channel may be useful, first of all, for those who are preparing
to pass a language exam, in particular TELC. The author herself is one of the company’s
examiners (telc GmbH) [
In the channel playlists, you can find videos that are dedicated to the enrichment of the vocabulary (Wortschatz). Some of them explain the meaning of constant figures of speech or cliché and contain recommendations on the practicability of using them in speech. Some of them highlight semantic and stylistic features of cognate verbs or nouns. Other video groups are aimed to help you learn grammar and expand your country studying competence. The description of diferent life situations, seemingly, is devoid of didactic loading, becomes a valuable source of information for those who learn the language in the absence of the possibility of constant communication with its native speakers, who are in modern realities of Germany or another German-speaking country.
Considering information given above, let us note that the author of the next channel has
developed a unique method of flooding in a foreign environment. Peter Heinrich, a teacher
of German language from Austria, has engaged all his family to create nominal YouTube
channel [
Among the positive achievements of the GermanSkills.com channel, it has to be noted the
provided methodological recommendations for the development of pronunciation skills. The
proposed exercises, for example [
The practical application for materials, which appears within the framework of 30 Days
Challenge, has also been found at Practical Course of German Language lessons. 30 TageChallenge
is dedicated to the problems of learning German language: how to speak correctly and quickly,
how to use multimedia to learn language, how to master diferent types of speech activity, how
to avoid mistakes while learning new vocabulary, why there is a fear of speaking in foreign
languages, etc. [
One of such resources is YouTube channels, because they ofer not only purely educational materials for learning German (or another foreign language, because these platforms also ofer materials for learning other foreign languages), which was analyzed in the previous section, but directly are related to various disciplines in both general and higher education. Obviously, YouTube uploads and stores materials that, regardless of their purpose at the time of creation and placement on the platform, can be used to teach foreign languages, if they are properly prepared.
All these materials can be divided into several groups: materials that include educational content of diferent disciplines (geography, biology, physics, history, literature, etc.); informational videos and blogs about interesting facts, events, regions, prominent people, politicians, other information, mainly of an advertising nature; documentaries, popular science short and feature iflms; feature films and TV series on various topics.
One of the positives of this kind of material is that YouTube presents materials from all 4 groups in several languages, so the content is multilingual and allows you to work with sources that cover the same issue in diferent languages. This possibility is especially relevant in light of Companion Volume of the Common European Reference for Languages, where mediation is considered as one of the competencies with an appropriate description for each level of language proficiency from pre-A1 to C1. This concept was introduced by authors of Common European Framework of reference for language: learning, teaching and assessment in 2.1.3 – Language activities we can read the folowing: “The language learner/user’s communicative language competence is activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular interpreting or translating). Each of these types of activity is possible in relation to texts in oral or written form, or both” [42, p. 23]. Mediation is one of the types of interaction and cannot be limited only to it, and therefore further in the text the authors specify their understanding of mediation, but through “mediative types” of speech activity, which “make communication possible between persons who are unable, for whatever reason, to communicate with each other directly” [42, p. 23]. These include: translation or interpretation, a paraphrase, summary or record, (re)formulation of a source text.
In addition, paragraph 4.4.4 Communicative and languages activities and strategies take into account the communicative actions that fall under the interpretation of “mediation”, because among the examples of mediation activities, the authors call primarily oral and written translation, abstracting and translation of texts in a language understandable to the third speaker. It is emphasized that in mediation the speaker do not express his / her own thoughts but “is acting as a channel of communication (often, but not necessarily, in diferent languages) between two or more persons who for one reason or another cannot communicate directly” [42, p. 66].
In fact, CEFR understands mediation as translation, as evidenced by explanations of oral (simultaneous, consecutive, informal translation) and written (exact (contracts, agreements), literary (works), transfer of the main content (newspaper, magazine articles), translation (specialized texts for non-professionals) mediation [42, p. 66].
The modern version of CEFR Companion Volume with New Descriptors [
The focus is on the role of language in processes like creating the space and conditions for communicating and/or learning, collaborating to construct new meaning, encouraging others to construct or understand new meaning, and passing on new information in an appropriate form. The context can be social, pedagogic, cultural, linguistic or professional” [44, p. 103]. The Companion Volume considers at least three aspects of the concept of “mediation” as a descriptor linguistic mediation).
The focus is on the role of language in processes like creating the space and conditions for communicating and/or learning, collaborating to construct new meaning, encouraging others to construct or understand new meaning, and passing on new information in an appropriate form. The context can be social, pedagogic, cultural, linguistic or professional" [43: 103]. The Companion Volume considers at least three aspects of the concept of "mediation" as a descriptor and the main and the main activities, which are described in CEFR 2018 and shown at figure 1. activities, which are described in CEFR 2018 and shown at Fig 1.
Mediation Mediation of content: to convey the content of the text (to convey specific information orally and / or in writing); describe data (graphs, charts, tables, etc. orally and / or in writing; processing of texts orally and / or in writing; translate written text (orally and / or in writing.) Mediation of communication: speech interaction in a group, joint design of content / information /, presentation of a common point of view and the ability to organize speech interaction in a group to develop a common opinion and its verbal design through communication; to communicate, create conditions for its course (creating a multicultural environment, performing the functions of a mediator that provides communication in informal situations, as well as simplifies communication in conflict or similar situations with significant differences in the views of interlocutors).
Mediation of meanings (concepts): to prepare abstracts (reports, seminars, presentations, discussions) orally and / or in writing; to express a personal opinion (including on the content of the literary text); analyze and critically process works of fiction or fragments of these works; convey conceptual information (work in a group or manage group work).
These actions can be developed by the use of existiYnoguYTouubTeucboenctoenntte.nt.
These actions can be developed by the use of existing
We will analyze the available context of resources posted on YouTube, that can be We wuilsleadnianlythzee ptrhoeceasvsaoilfatbelaechcionngteGxetr mofanre(saosutrhceefsirst and/or thYeosueTcounbde,latnhgautacgaen) fboer used in posted on the procfeustusroeftetaecahcehrisn.gWGe ecromnsainde(raist tahdevifirsasbtlaentdo/oobrstehrveesreecsoonurdcelasnagccuoargdein)gf otor tfhuetunraetutreeachers. We consoidfethreitofafderveidsambaletertioalo,basfteerrvaellrietsisoudercciessivaecactotrhdeindigdatoctitchsetangaet.ure of the ofered material, after all it is dTehceisfiivrset agtrtohuep diindcalcutdiecssteadguec.ational materials that are not directly related to The firsftorgeriogunplainncgluuadgeesteedacuhciantgio,nbault mcoantetariinalsintfhoartmaarteionnortedlairteedctltyo rtehloasteedtotpoicfosrtehiagtnalraenguage included in the program and are studied in practical German course as the first or the teaching, but contain information related to those topics that are included in the program and are second language, or reveal the content of particular modules or blocks of other studied idnispcirpalcintiecsalofGtehremeadnuccaotiuornsael apsrothgreamfirs,t sourchthaesstehceonhidstloarnygoufatghee, Gorerrmevaenallatnhgeuacgoen,tent of particulalirtemraotudruel,esstoyrlibsltoiccsksoorf ionttherecrudltiusrcailplcinoemsmoufntihceateiodnu.caTtihoenavlapstrogmraajmor,itsyucohf assutchhe history of the German language, literature, stylistics or intercultural communication. The vast majority of such materials are video clips from 3 to 15 minutes, that ofer basic information about the essence of concepts, their key features, peculiarities, diferences from other similar phenomena and more in an accessible and understandable form. Such information is provided in the form of a lecture given by a teacher, a presentation voiced by a moderator, a story accompanied by fragments of animated or documentary films, comments of a schematic representation of processes, and so on. We consider it possible to illustrate diferent approaches to the presentation of educational content on the example of the course “History of German Literature”, namely the theme “Baroque”, because this literary era has certain features in the European context.
The second group includes informational videos and blogs about interesting facts, events,
regions, outstanding people, politicians, that contain other information, often of advertising
nature. This content is not educational but can be used in the educational process for diferent
educational purposes and in diferent ways. The main advantage of such content is that
ifrstly, the duration of video clips is up to 10-15 minutes and commercials last from 1 to 3
minutes; they contain condensed information that is easy to remember because it is supported
by graphic images; the same information can be ofered in diferent languages, that encourages
the implementation of mediation. The use of such material is especially efective when design
work is being done. For example, within the framework of the project “Deutsche Spuren in der
Ukraine” [
Arbeitsblatt 8 Aufgabe 1. Sehen sie sich den Kurzfilm über das Leben der Deutschen in Transkarpatien: https://www.youtube.com/watch?v=OarTBeBi1DI Während des Sehens notieren Sie sich Informationen, die Sie brauchen, um die Fragen zu beantworten.
1. Wie kamen die Deutschen nach Transkarpatien? 2. Wie leben die Deutschen in Transkarpatien? Haben Sie ihre Organisationen? Womit beschäftigen sie sich? 3. Gibt es Probleme in der Kommunikation mit den Ukrainern? 4. Woher kamen die Deutschen nach Swalawa? 5. Was hat Herr Kmeti über seine Familie erzählt? 6. Was hat Herr Zwanko über die Gruppe „Schwalbach“ erzählt? 7. Haben die Deutschen Kontakte zu deutschen Firmen, Organisationen? Welche Projekte werden realisiert? 8. Deutsche Bäckerei in einem ukrainischen Dorf. Erzählen Sie darüber.
9. Wie fühlen sich die Deutschen in der Ukraine? Was hat Julia erzählt? Mehr Informationen finden Sie hier: https:// ukrainer.net/ nmtsi-ukrainy/ Aufgabe 2. Deutsche Unternehmer versuchen in der Ukraine ihr Glück. Sehen Sie sich den Kurzfilm mit dem deutschen Unternehmer und geben Sie den Inhalt wieder: https:// www. youtube.com/ watch? v=G4oRsnyc8D4&t=155s Was lockt die Deutschen an? Haben Sie Probleme? Womit? Oder mit wem? Sind die Arbeiter der deutschen Unternehmen in der Ukraine mit ihrer Arbeit zufrieden? Aufgabe 3. Schlechte Erfahrung mit der Ukraine. Der Film aus dem Jahr 2014. Sehen Sie den Film und notieren Sie sich Probleme und Schwierigkeiten, die bei den Unternehmern und Firmen auftreten. Was kann man dagegen tun? https:// www.youtube.com/ watch? v=Tf7vqeAlRwU Aufgabe 4. Lesen Sie die Beschreibung des Filmes und dann sehen Sie sich den Kurzfilm an: https:// www.youtube.com/ watch? v=9i2M7M5K49Q&t=112s The third group includes popular science, documentary short or full-length films that are not designed for a specific target group and contain general information. They can be used ifrst of all for the development of receptive competencies, checking the understanding of what is heard, systematization of the received information, its further consolidation and presentation through the target language. Films of the ZDF channel “Die Deutschen” 1 and 2 are extremely interesting, they tell about outstanding people in the context of German history from the Middle Ages to the Present (https://www.youtube.com/watch?v=F1t6-UyHV8U&list= PLtkAitkGhcGLS1y1xPdxGzBUE45ico2zY); “Wir Europäer”, (https://www.youtube.com/watch? v=dax4xCtxPd0&t=71s), which deals with the history of Europeans; films about culture, life, problems, landscapes, historical monuments, etc.
The fourth group includes feature films and TV series which can be used as a means of developing of both receptive and communicative skills, a source of local lore information because heroes of any film live in conditions close to reality that gives an idea of German lifestyle.
The right choice of material and efective approaches to the use of each case of didactic approaches are the key components in work with YouTube videos. 3.3. Tools for developing educational autonomy on YouTube channel The use of the content of the above-listed channels contributes to the acquisition of professionally significant knowledge and the formation of the necessary skills for the success of a teacher as a specialist in the labour market. However, current trends in society set new demands for the system of professional training of foreign language teachers. The qualification of a specialist and his/her demand is also currently determined by the level of his/her readiness for further independent professional development and self-improvement and by the formation of educational competence or autonomy in education.
Autonomy is a component of qualification levels in the National and European Qualifications Framework along with knowledge, skills and competences and is defined as the ability to act independently within one’s professional competences. Gaining a certain learning autonomy in language learning will allow developing an individual work schedule according to one’s learning type, to set educational tasks following one’s own goal, to choose the forms and methods of language learning that are the most efective to achieve this goal.
The project ONCOO, designed by Olaf Müller and Thomas Rohde, provides extensive
opportunities for the development of educational autonomy [
Card survey (Kartenabfrage): a teacher initiates a survey on a virtual board, students create message cards and attach them to the virtual board. These cards can be sorted and structured using special tools that are located in the active window in the process of further group work.
Assistant system (Helfer-system): this tool has the form of a namelist involving all the students according to their status (“a participant” or “an assistant”), it helps to create atmosphere of competition and to develop the participants’ responsibility for their own and partners’ achievements. Using the tool “participants” report that they have coped with their own task and in the following stage they begin to act as “a helper” for those who need support and assistance. Thus, those participants who have dificulty completing the task may ask “helpers” for help.
Training tempo-duet (Lerntempoduett): a teacher can efectively manage individual work and work in pairs: students begin to work individually and report with the help of this tool on the readiness to check the task, a teacher divides students into pairs for further processing of the task and its checking.
Placemat is used to support individual work of students and allows a smooth transition to group discussion. ONCOO makes it possible to set the timing for the first phase (thinking and solving a crossword puzzle): firstly, students give answers individually and a teacher can make them available to all other group members at his/her own discretion. Secondly, there is a search for a common solution in the process of group discussion).
Target (Zielscheibe) creates an opportunity to conduct a joint evaluation and reflection on the work done. With the help of this tool, a virtual target is created, which presents various aspects of assessment, and students make their assessments individually using a virtual dart.
The web tool Twine (webtool) is available on YouTube and can be useful for the development
of future teachers autonomy in education [
It is designed to create interactive texts and can be used both by teachers to create textbooks – tutorials and other materials for independent work, and by students to develop their methodological competence, developing their own learning materials: games, creative interactive stories, etc. If you want to create your own interactive story (Twine) or hypertext you need to go through a few simple procedures: add individual snippets of history, connect them using links, select “stylesheet” in the menu and design appearance of the story with available options, choose the menu “als Datei veröfentlichen”, download and share with the group. You can send this file by email or any messenger. Stories are designed in such a way that a reader must choose from the text one of several options for the development of events, creating from the proposed material his/her own story. In this way, a teacher gets an opportunity to conduct a group discussion after a stage of individual work, and to encourage students to actively cooperate, comparing diferent versions of stories.
H5P is an interesting, useful and at the same time accessible of all types of devices (computers,
tablets, smartphones) for creating interactive educational content. Content can be created
directly in the browser. It is efortless to work with this tool,and it does not require special skills
in working with ICT. A large amount of diferent content is available on H5P [
Consider as an example Advent Calendar: a teacher independently fills the calendar with
pictures, links, videos, texts focusing on the objectives of his/her training course. There are
videos on YouTube that guide teachers on the methodological principles of using such tools and
creating their own modern interesting and motivating learning material [
Specialized publishers of educational and methodical literature, which organize methodical
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webinars, also help teachers to develop independently their methodological competence and
improve professionally. Online webinars later become public on YouTube. For example, the
well-known publishing house Klett publishes numerous digital learning webinars, reviews of
textbooks with guidelines for their use and much more on its channel [
Support for online classes is ofered by the YouTube channel Future-Teach [
We have shown that YouTube channels created by professional and amateur authors can be used as supplementary teaching materials in class and outside for students who learn German. The use of these materials has a positive impact on: creating a dynamic learning environment; increasing the motivation of students’ learning and cognitive activity by immersing them in the linguistic environment through authentic videos; optimizing individual work aimed at deepening or consolidating knowledge on specific topics, provided that there is professional monitoring and feedback. The use of ICT also creates new opportunities for teachers, but requires a careful and semantic networks as an augmented reality element in autonomous learning, Journal of Physics: Conference Series 1946 (2021) 012023. doi:10.1088/1742-6596/1946/1/012023. [8] S. M. Amelina, R. O. Tarasenko, S. O. Semerikov, L. Shen, Using mobile applications with augmented reality elements in the self-study process of prospective translators, Educational Technology Quarterly 2022 (2022) 263–275. doi:10.55056/etq.51. [9] I. P. Varava, A. P. Bohinska, T. A. Vakaliuk, I. S. Mintii, Soft Skills in Software Engineering Technicians Education, Journal of Physics: Conference Series 1946 (2021) 012012. doi:10. 1088/1742-6596/1946/1/012012. [10] K. V. Vlasenko, O. G. Rovenska, O. O. Chumak, I. V. Lovianova, V. V. Achkan, A Comprehensive Program of activities to develop sustainable core skills in novice scientists, Journal of Physics: Conference Series 1946 (2021) 012017. doi:10.1088/1742-6596/1946/1/012017. [11] YouTube, 2021. URL: https://www.youtube.com. [12] H. L. Arndt, R. Woore, Vocabulary learning from watching youtube videos and reading blog posts, Language Learning & Technology 22 (2018) 124–142. URL: https://www.learntechlib. org/p/191563. [13] R. Kabouha, T. Elyas, The impacts of using YouTube videos on learning vocabulary in Saudi EFL classrooms, in: ICERI2015 Proceedings, 8th International Conference of Education, Research and Innovation, IATED, 2015, pp. 3525–3531. [14] S. D. Antoro, Developing information and communication technology - based learning materials for teaching english at university level in a distance learning context, in: Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017), Atlantis Press, 2017/05, pp. 69–73. doi:10.2991/iselt-17.2017.13. [15] R. Souzanzan, M. S. Bagheri, Iranian learners’ perceptions of the impact of technologyassisted instruction on their english aural/oral skills, Information Technologies and Learning Tools 57 (2017) 126–138. URL: https://journal.iitta.gov.ua/index.php/itlt/article/ view/1537. doi:10.33407/itlt.v57i1.1537. [16] M. C. C. Chimenti, H. A. d. M. Lins, Uma pesquisa-ação no ensino-aprendizagem da língua inglesa para crianças com uso de tecnologias digitais / an action research in english language teaching and learning for children with use of digital technologies, Texto Livre: Linguagem e Tecnologia 9 (2016) 128–147. URL: https://periodicos.ufmg.br/index.php/ textolivre/article/view/16731. doi:10.17851/1983-3652.9.2.128-147. [17] C.-I. Lee, Y.-C. Huang, Y.-C. Lin, A personal word-hiding video caption system on english vocabulary learning for elementary school students, in: 2016 International Conference on Advanced Materials for Science and Engineering (ICAMSE), 2016, pp. 128–131. doi:10. 1109/ICAMSE.2016.7840255. [18] C. Cakir, TESOL Plus TELOS: Teaching English as a Language of Open Sources (TELOS), Procedia - Social and Behavioral Sciences 232 (2016) 600–603. doi:10.1016/j.sbspro. 2016.10.082. [19] A. Bastos, A. Ramos, J. Paulo, Higher-order thinking and technologies as essential components of foreign language learning, in: ICERI2015 Proceedings, 8th International Conference of Education, Research and Innovation, IATED, 2015, pp. 5867–5872. [20] D. Winter, Textos multimodais na aula de língua estrangeira, Texto Livre: Linguagem e Tecnologia 8 (2015) 107–124. URL: https://periodicos.ufmg.br/index.php/textolivre/article/ view/16704. doi:10.17851/1983-3652.8.2.107-124.