Digital Tools for Designing Interactive Tasks for Teaching German and

Analyzing Learners’ Performance

Yuliya Kazhan

1 a

and Valentyna Karpiuk

2 b

Mariupol State University, 6 Preobrazhenska Str., Kyiv, 03037, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

Mobile Applications, Interactive Tools, Web 2.0 Technology, Communicative Competence, Foreign Lan-

guage, Didacticization, Authentic Materials.

Abstract:

The article focuses on the use of interactive tools to create the interactive exercises for German lessons and

to assess learners’ performance. The concept of didacticization of educational materials and authentic texts

is considered. The steps of didacticization of authentic texts are indicated and examples of the use of digital

tools for the didacticization of authentic materials are given in order to use them in the educational process to

develop language competence, as well as to check the achieved learning outcomes. It is proved that the use of

mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms

effectively for the formation and improvement of their language competence.

1 INTRODUCTION

The most important task of foreign language teaching

at universities is the practical mastery of a foreign lan-

guage, the ability to conduct a foreign language com-

munication with native speakers, taking into account

the cultural characteristics, because the language and

the culture are inseparable (Piankovska, 2020). Mod-

ern foreign language teaching relies on the authentic-

ity of teaching materials, because learning a foreign

language involves getting to know the foreign culture

and because linguistic content is always linked to cul-

tural and social information.

One can motivate students to learn German by

offering them well-prepared materials to which they

bring experiences from their own world and which

encourage them to see their own world anew from

a changed perspective (Hufeisen and Neuner, 2004,

p. 30).

Appropriate use of media can further increase mo-

tivation to engage with the materials because tech-

nologies are taken for granted by modern young peo-

ple, and they enjoy using various mobile devices in

their everyday lives to communicate and research,

play and learn.

We should also not forget that students must be

https://orcid.org/0000-0002-4248-4248

https://orcid.org/0000-0001-8194-4596

able to use modern information and communication

technologies and digital tools to solve the job-related

problems (Standard, 2019).

The use of the authentic materials, taking into

account the methodological-didactic principles, cer-

tainly contributes not only to the development of lin-

guistic and regional competences, but also to increas-

ing the motivation to learn German (Vyrsta, 2020).

And the preparation of the texts with the help of Web

2.0 tools also promotes the students’ media compe-

tence, among other things (Kazhan et al., 2020).

2 DIDACTIZATION OF THE

AUTHENTIC MATERIALS

In the methodological literature there is a lot of

discussion about the use of authentic materials and

one can also ﬁnd different deﬁnitions of authentic-

ity. Mostly it is about texts from newspapers or mag-

azines, song texts, audio texts or similar, which are

used parallel to a textbook in class and are linguisti-

cally authentic (Bärlund, 2012).

Since authentic texts are both linguistic and cul-

tural products, they give learners the opportunity to

observe and draw conclusions about the customs and

rules of communication in the target culture, which

can help learners form a cultural frame of reference

Kazhan, Y. and Karpiuk, V.

Digital Tools for Designing Interactive Tasks for Teaching German and Analyzing Learners’ Performance.

DOI: 10.5220/0012068100003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 817-824

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

817

for the language (Mishan, 2005, p. 45).

The relevant literature deals with either authentic

or synthetic texts, and their use in the classroom de-

pends on the particular goal. However, we should not

forget that authentic texts are often quite difﬁcult for

learners and therefore require a certain adaptation to

the learners’ level of knowledge.

As for the adaptation of the authentic texts,

there are different opinions about it. Nosonovich

(Nosonovich, 2000) believes that:

1) adapted texts lose the characteristic features, the

individuality of the author and the national pecu-

liarity;

2) authentic texts differ in style and content and are

therefore of interest to learners; they illustrate the

functioning of language as adopted by its speak-

ers;

3) use of artiﬁcial, simpliﬁed texts can lead to

further difﬁculties in perceiving real-life texts

(Nosonovich, 2000, p. 12).

Wicke (Wicke, 1997), based on the experience of

his work with authentic texts, points out that learners

have an extraordinary interest in everything “other”

connected with everyday life, i.e. in authentic materi-

als (Wicke, 1997, p. 22).

Heyd (Heyd, 1990) notes that the formation and

development of skills with artiﬁcial, non-existent

texts is hardly possible, because they are not typical

for the real communication process.

A different point of view regarding the use of

the authentic unprepared texts is represented by

Weigmann (Weigmann, 1999). He believes that the

authentic text used for teaching purposes, ﬁrst of

all, changes the addressee for whom it was written.

Weigmann (Weigmann, 1999) believes that authentic

texts, due to their language complexity, may even re-

duce the motivation to read, as they exceed the level of

knowledge of learners. Therefore, they can and must

be adapted for teaching (Weigmann, 1999, p. 73).

Below we give an example of an authentic text

used in language history class (not adapted) with the

task of underlining the lexical units whose spelling

differs from modern German literary language and ex-

plaining the differences. Then the students were to

ﬁnd obsolete words and grammatical structures and

try to replace those with modern German words and

rewrite the text.

However, such historical texts are very speciﬁc

and are hardly suitable for regular German lessons,

where modern authentic texts should be used. In this

regard, the Internet portal of the Germans of Ukraine

also offers many interesting materials, namely the

traveling exhibition (Eisfeld, 2019), which presents

Ankauf zweier Glokken in der Kolonie

Elisabethdorf und hiernach getroffene

christliche Ordnung (Stach, 1942, p. 22-23)

Bevor noch der Stamm der, aus Badnern und

Hessen-Darmstadtern bestehenden, Gemeinde der

Kolonie Elisabethdorf ganz aussterben mögte,

beschloß diese Gemeinde; damit die heranwach-

sende Jugend die christliche Ordnung kennen lerne

und bewahre, in welcher ihre Aeltern im Aus-

lande erzogen worden, einige Glokken anzukaufen

und zur gewohnten Sitte anzuwenden. Im Herb-

ste des 1836 sten Jahres ging der Beschluß, zur

Freude Aller, in Erfüllung. Zwei ziemlich große

Glokken wurden aus Charkow besorgt und unter

einen Glokkenthurm gebracht. Von Stund an traf

die Gemeinde auch die Anordnung, durch Läuten

der Glokken folgende christliche Sitte, zu der der

Prediger noch ermahnte, festzustellen, nämlich:

bei Anbruch des Tages zur Erinnerung an das

Morgengebet; und Mittag die Mittagsstunde und

den Gott schuldigen Dank für Speise und Trank

an’s Herz zu legen, bei eintretender Abenddäm-

merung zum Dank gegen den Geber aller guten

Gaben, nach vollbrachtem Tagewerke, durch ein

zu betendes Vater Unser aufzufordem; um 9. Uhr

Abends jedem Gemeindegliede einen Wink zu

geben, daß auf Straßen und in Schenken Ruhe

hergestellt werde; an Sonn- und Festtagen den

Beginn des Gottesdienstes anzuzeigen; nach der

Predigt, beim Beten des Vater Unsers, allen zu

Hause Beﬁndlichen ein Merkmal zur Verrichtung

desselben Gebets darzubieten; und bei Leichen-

begängnissen den Leichenzag anzukündigen und

feierlicher zu machen. Außerdem hat gedachte

Gemeinde noch die Einrichtung beim Gebrauch

der Glokken hinzugefügt: den Abend vor einem

Festtage um die gewöhnliche Zeit, statt, wie an

gewöhnlichen Tagen, mit einer, alsdann mit beiden

Glokken zu läuten, um den bevorstehenden Festtag

anzuzeigen; ingleichen bei Beerdigungen mit bei-

den Glokken zu läuten, und so auch das dritte und

letzte Mal an Sonn- und Festtagen, als eine Viertel-

Stunde vor Beginn des Gottesdienstes.

interesting facts about the history of the Germans

in Ukraine. The author of the concept of this ex-

hibition and the texts for it is Dr. Alfred Eisfeld, a

Russian-German historian, expert on the history and

culture of Germans in the Russian Empire, the Soviet

Union and the CIS and author of numerous scientiﬁc

works. Part of the exhibition is devoted to the Azov

region and is about the colonies founded in the 18th-

19th centuries by German resettlers from West Prus-

sia, Bavaria, Hesse, Alsace and Baden near Mariupol.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

818

The texts and pictures from the exhibition were used

in the regional studies classes in the 7th semester and

in the language practice classes in the 3rd semester as

part of the topic “Germany and Germans”.

Die Ansiedlung deutscher Kolonisten in den Step-

pen des Asowschen Gebiets erfolgte in mehreren

Etappen. Die ersten Kolonien wurden am Fluss

Molotschnaja 1804–1810 gegründet. Außer den

Mennoniten siedelten sich hier aus Württemberg,

aus Baden und Preußisch-Polen Stammende an,

welche den Molotschnaer Kolonistenbezirk bilde-

ten. Das Zentrum wurde Prischib. Die in den

Jahren 1818–1819 aus der Umgebung von Danzig,

Elbing und Marienburg (Preußen) angekomme-

nen 500 Familien von Katholiken und Lutheran-

ern hielten sich 5 Jahre lang in den alten Kolonien

auf, weil das ihnen zugeteilte Land sich als für die

Bewirtschaftung nicht geeignete wasserlose Salz-

erde erwies. Sie lehnten es ab, dort zu siedeln.

Schließlich wurde ihnen Land in der Nähe von

Mariupol zugewiesen, auf dem die Mariupoler

Kolonien, auch Planer Kolonien oder Preußen-

plan genannt, mit dem Zentrum in Grunau gegrün-

det wurden (1823). Die 1822 in der Nähe von

Berdjansk von schwäbischen Pietisten gegründe-

ten 3 Kolonien wurden als Separatisten-Kolonien

bezeichnet. Die Pietisten haben schon in ihrer

Heimat die Verbindung mit der lutherischen Kirche

abgelehnt. Sie wurden Chiliasten oder Separatisten

genannt.

When preparing the regional studies texts, one

should follow certain steps suggested by Rösler and

Würffel (Rösler and Würffel, 2014, p. 119):

1) establish sublearning objectives;

2) analyze vocabulary and linguistic structures and

adapt the text as needed;

3) develop tasks related to the text.

Since our idea was to didactize the texts with the

help of the digital applications, the next section is

about digital tools that are suitable for this purpose.

3 DIGITAL APPLICATIONS FOR

THE DEVELOPMENT OF

LINGUISTIC PERFORMANCE

Digitalization is reaching into all areas of life, and the

learning process is of course no exception (Sych et al.,

2021). Students need to master technologies that are

available to them so that they can use them to learn

German successfully and later, as future teachers of

German, to carry out their own teaching activities.

The Internet offers a wide range of modern online

tools and applications for learning a foreign language

(Kuts and Lavrentieva, 2022). Of course, everything

in this area changes very quickly, and one should in-

form oneself regularly in order not to miss important

developments. In addition, care should be taken to en-

sure that language teaching encourages students in the

competent use of media and develops media literacy.

In this article, we focus on the ability to use me-

dia and look at digital offers that can bring regional

studies topics closer to students. We are interested in

the Web 2.0 platforms that can be used to create inter-

active exercises, because the idea is to didactize the

found materials in such a way. For our goals we have

chosen two tools: Learningapps and Wordwall, which

are similar in their functions, but differ in the external

appearance and in some additional possibilities.

LearningApps.org supports learning and teaching

processes with small interactive, multimedia build-

ing blocks that are created online and integrated

into learning content (Kramarenko, 2017). A whole

range of different exercise options are available for

the building blocks: Match Pairs, Group Matching,

Number Line, Simple Sequence, Free Text Response,

Match to Picture, Multiple Choice Quiz, Cloze, App

Matrix, Audio/Video with Overlays, Million Game,

Group Puzzle, Crossword, Puzzle, Match with Map,

Word Grid, Where’s What, Hangman, Horse Race,

Pairs Game, and Guess (LearningApps, 2023). The

apps do not represent self-contained learning units,

but must be embedded in a teaching scenario, which

actually offers unlimited possibilities for creating

your own exercises (LearningApps, 2012).

Wordwall, a Web 2.0 tool that can be used to de-

sign vocabulary and grammar exercises, as well as

various learning games, puzzles and tests, has similar

functions. The templates range from simple quiz for-

mats such as true-or-false to crossword puzzles and

ﬁll-in-the-blank exercises. There are various design

options, images can be inserted from an image archive

of Wordwall or even your own photographs. This al-

lows you to adapt the task to the topic and the learning

group. For example, you could use pictures to visu-

alize certain facts in a lesson on the topic “German

Traces” (Hamaniuk, 2020; Karpiuk, 2020; Kazhan,

2020b). You can also use a differentiated approach

by providing pictures as additional help.

Some exercise types, such as multiple-choice

quizzes, are suitable for collaborative play, i.e. learn-

ers can participate in the quiz together via their own

end devices, which is in line with the principle of

learner activation. Some task types can be saved and

Digital Tools for Designing Interactive Tasks for Teaching German and Analyzing Learners’ Performance

819

printed as PDFs, and can therefore be used not only

digitally but also analogously, if it ﬁts the logic of the

lesson.

It should be noted, however, that both applications

can only be used to create closed task formats, i.e.

those for which there is only one solution that the

computer can evaluate as correct, automatically mark-

ing the other solutions as incorrect. To encourage

creativity and critical thinking, more exercises should

be developed that involve discussing and debating the

content. And this means that digital and analog offer-

ings should be closely linked in the learning process.

The interactive exercises can serve as a basis for fur-

ther engagement with the topic, as an introduction to

the topic, as exercises that awaken interest in the topic

and increase motivation to learn German.

4 DIGITAL APPLICATIONS FOR

PERFORMANCE EVALUATION

Evaluation of learners’ performance is an essential

part of the educational process, and competence ori-

entation is one of the most important principles of

teaching German. That is why formative evaluation

as such approach, which allows to reduce negative as-

pects in learning, to promote individualization of ed-

ucational process, to increase motivation to learn and

autonomy of learners (Zhorova et al., 2022), is abso-

lutely contemporary and corresponds to the goals of

teaching German.

Nowadays, there are many digital tools that can be

successfully used for formative evaluation. Depend-

ing on the goal of the evaluation, you can use them in

different phases of teaching.

AnswerGarden (https://answergarden.ch) can be

integrated in the context of numerous teaching situ-

ations, for example as a simple brainstorming tool,

as a survey or as anonymous feedback. The words

entered are visualized directly in real time as a word

cloud. The tool is free and no account is required to

use it. The disadvantages include the fact that the in-

terface is completely in English and that the app for

iOS requires a fee.

With ChatterPix (https://www.duckduckmoose.

com/educational-iphone-itouch-apps-for-kids/

chatterpix/), you can make pictures talk and practice

speaking and reading aloud in this way. The learners

take or select a photo, write a text and speak or read

it aloud. In this way, a short story is created. The

products can be shared, for example, a common

padlet where the learners introduce themselves or tell

about their daily routine, and so on. This is very easy

and fun for the learners. For formative assessment

one can use the tool by evaluating the texts created by

the learners according to certain predeﬁned criteria.

The texts can be assessed by both teachers and

learners. The app is free and intuitive to use.

Wordwall (https://wordwall.net/) offers a lot of

possibilities for formative evaluation, as it is possible

to use created exercises on different templates, so it

can serve not only for evaluation but also for practice.

A big advantage is that the teacher has an overview

of the learners’ answers, so it is easy to see the learn-

ing progress of each individual. Such intermediate

results can also be very helpful for further planning,

which has a positive effect on the achievement of the

global learning goal. Another plus point is that you

can also print out many exercises as PDFs. Most tem-

plates are available in both interactive and printable

versions. After creating an activity, you can transfer

it from one template to another with a single click.

This saves time and is great for internal differentia-

tion. The tool can be used in class if learners have

access to their own devices, or as homework.

Cacoo (https://cacoo.com/) is a tool that can be

used in many ways, for example to create diagrams,

mind maps, infographics or sketches. For schools

and for the educational sector, the use is free, but a

registration with a school address is necessary. The

program works cloud-based and therefore simultane-

ous collaborative use is possible. A number of tem-

plates and templates can be used to create collabora-

tive products.

For formative evaluation, this can be used by, for

example, repeating vocabulary on a particular topic,

creating a mind map. The mind map can be developed

during the lesson and the teacher determines whether

the learners have learned the vocabulary. The results

are discussed immediately in class.

Tagxedo (http://www.tagxedo.com) is an alterna-

tive to the tool known to all as “Word Cloud”. How-

ever, to use Tagxedo, the Silverlight browser plugin

must be installed. With Tagxedo you can create word

clouds in real time, customize font, theme, color,

alignment and shape, save as images for printing and

sharing with many options, display word clouds as

thumbnails and select the one you want for further

customization or saving, choose from many default

fonts, limit the word cloud to selected shapes (heart,

star, animals, etc.), use images as custom shapes (e.g.,

a portrait, an animal silhouette). In class you can use

Tagxedo as an introduction to the topic and also for

evaluating the results.

Formative evaluation is one of the most effective

forms of performance assessment that allows learn-

ers to ﬁll in the gaps in their knowledge and skills.

And using digital tools for formative evaluation helps

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

820

learners become more motivated and interested in the

language.

5 POSSIBLE APPLICATIONS OF

THE CREATED INTERACTIVE

EXERCISES

The exercises described here were used in regional

studies classes in the 7th semester and in language

practice classes in the 3rd semester as part of the

topic “Germany and Germans”. The broad objective

was to acquaint the students with the German traces

in their own region, the sub-objectives were related

to the development of sub-skills. After each exercise,

which was fulﬁlled in individual work, the reﬂection

phase was scheduled, where the students reﬂected on

the content in plenary and had the opportunity to ask

additional questions to the teacher.

Beispiel 1 (Kazhan, 2023a).

Aufgabe: Ergänzen Sie die Lücken im Text, indem

Sie die Wörter von der Leiste oben in die Lücken im

Text ziehen.

Ziel: Die Studierenden kennen die Geschichte der

deutschen Kolonisten, sie können die Bedeutung der

Wörter aus dem Kontext erschließen und beherrschen

die Lesestrategien auf der Satzebene.

Figure 1: Interactive exercise “Settlement of German

colonists in the steppes of the Azov region”.

The interactive exercise works on the princi-

ple of “drag and drop” and can be controlled by

the students themselves. The teacher can see the

progress of the students if the appropriate settings

have been made. This was not our goal, we did

not develop the exercises for summative evalua-

tion, but for practicing, that’s why we tried them out

together in class and discussed the content afterwards.

Figure 2: Interactive exercise “Settlement of German

colonists in the steppes of the Azov region” (solution).

Beispiel 2 (Kazhan, 2023c).

Aufgabe: Bringen Sie die Wörter in die richtige

Reihenfolge.

Ziel: die Studierenden kennen die Geschichte der

deutschen Kolonisten im Asowschen Gebiet, sie ken-

nen die Wortfolge in verschiedenen Satztypen und

können die Sätze bilden.

Figure 3: Exercise “Economic branches in the colonies”.

Figure 4: Exercise “Economic branches in the colonies”

(solution).

The reﬂection phase is also an important compo-

nent in this exercise because in its development we

were guided by the theoretical foundations of con-

structivist theory established by Jonassen (Jonassen,

1995). He believed that learning tasks should model

the real world by creating a problem-based learning

environment and that learners should be involved in

the mental processing of information. They should

reﬂect on how they achieved a particular learning

Digital Tools for Designing Interactive Tasks for Teaching German and Analyzing Learners’ Performance

821

outcome and also be accountable for it. To solve

a particular problem, they would, according to

Jonassen, combine new knowledge with what they

already have and try to achieve the cognitive goal in

an active and purposeful way. Moreover, they have to

work in groups to acquire new knowledge and skills,

as they are part of a group working together to create

a knowledge system in the classroom (Jonassen,

1995, p. 61).

Beispiel 3 (Kazhan, 2023b).

Aufgabe: Bringen Sie die Buchstaben in die

richtige Reihenfolge, sodass Sie die Namen von

Kolonien bekommen, deren Gründung im 18.

Jahrhundert auf Initiative der Zarin Katharina II. stat-

tfand.

Ziel: die Studierenden kennen die Geschichte

der deutschen Kolonisten im Asowschen Gebiet,

sie kennen die Namen der sogenannten Mariupoler

Kolonien.

Figure 5: Exercise “Mariupol Colonies”.

Figure 6: Exercise “Mariupol Colonies” (solution).

Exercise 3 is directly connected to exercise 4,

which was created with learning apps. Here it is

about the students listening to the names of the

Mariupol colonies and ﬁnding them on the virtual

map. The map is also available in printed form in the

room, and after completing the interactive exercise,

they go to the map to discover the former German

colonies and understand where they were actually

located.

Beispiel 4 (Kazhan, 2020a).

Aufgabe: Hören Sie die Namen von Mariupoler

Kolonien, deren Gründung im 18. Jahrhundert auf

Initiative der Zarin Katharina II. stattfand, und ﬁnden

Sie die an der Karte.

Ziel: die Studierenden kennen die Geschichte der

deutschen Kolonisten im Asowschen Gebiet, sie kön-

nen die Namen der sogenannten Mariupoler Kolonien

beim Hören verstehen.

Figure 7: Exercise “Mariupol colonies on the map”

(Amanda, 2019).

Beispiel 5 (Kazhan, 2019).

Aufgabe: Spielen Sie das Spiel „Wer wird Mil-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

822

lionär?“. Entscheiden Sie sich für die richtige Vari-

ante.

Ziel: die Studierenden kennen interessante Tat-

sachen über die Deutschen im Asowschen Gebiet.

Figure 8: Exercise “Who wants to be a millionaire?”.

In developing this interactive exercise, we used in-

formation about well-known Germans such as Peter

Regier, who founded one of the largest shipping com-

panies in the Russian Empire in Mariupol, and Vik-

tor von Graff, who created the ﬁrst artiﬁcially planted

forest in the arid steppes of Azov, and architect Viktor

Nilsen, according to whose design the famous water

tower in Mariupol was built.

6 CONSLUSION

As can be seen from the above examples, the digi-

tal tools offer many possibilities to didactize the au-

thentic materials and to evaluate the learners’ per-

formance. The students’ feedback on the materials

and on the exercises was very positive. The analysis

of the questionnaires that the students ﬁlled in after

completing the tasks testiﬁes that the students enjoyed

the topic and the exercises, that they were motivated

and interested. Thanks to the interactive exercises de-

veloped on the basis of the authentic materials, they

would have developed their country knowledge skills

and media literacy. This was because they had to de-

velop similar exercises based on the recommended

materials for their fellow students as homework. The

students also found the reﬂection periods after the in-

teractive exercises very important because they had

been stimulated to reﬂect and discuss.

REFERENCES

Amanda (2019). Die Ansiedlungspolitik unter

Alexander I. (Teil 2 von 3): Die Kolonien

bei Mariupol1 am Asowschen Meer. https:

//www.migrazioni.altervista.org/deu/3deutsche_

in_russland/2.71_a_ansiedlung_mariu1.html.

Bärlund, P. (2012). Lernen ohne Lehrbuch im DaF-

Unterricht – Initiierung eines Pilotprojekts in zwei

mittelﬁnnischen Grundschulen. GFL – German

for Foreign Language, (2/3):158–184. http://www.

gﬂ-journal.de/2-2012/Baerlund.pdf.

Eisfeld, A. (2019). Wanderausstellung. http://deutsche.in.

ua/de/cms/mobilnaja_vystavka.html.

Hamaniuk, V. A. (2020). German traces in Ukraine in Ger-

man lessons: illustrative, interactive, communicative.

Educational Dimension, 2:34–55. https://doi.org/10.

31812/educdim.v54i2.3853.

Heyd, G. (1990). Deutsch lehren. Grundwissen für den Un-

terricht in Deutsch als Fremdsprache. Verlag Moritz

Diesterweg, Frankfurt am Main.

Hufeisen, B. and Neuner, G., editors (2004). The

Plurilingualism Project: Tertiary Language Learn-

ing – German after English. European Centre

for Modern Languages, Council of Europe Publish-

ing, Strasbourg. http://archive.ecml.at/documents/

pub112E2004HufeisenNeuner.pdf.

Jonassen, D. H. (1995). Supporting Communities of Learn-

ers with Technology: A Vision for Integrating Tech-

nology with Learning in Schools. Educational Tech-

nology, 35(4):60–63.

Karpiuk, V. A. (2020). Development of regional and com-

municative skills when learning German in Kryvyi

Rih. Educational Dimension, 2:70–83. https://doi.

org/10.31812/educdim.v54i2.3855.

Kazhan, Y. (2019). Deutsche Spuren in Mariupol. https:

//learningapps.org/display?v=p8bhj32yc19.

Kazhan, Y. (2020a). Mariupoler Kolonien auf der Karte.

https://learningapps.org/display?v=pnzo8rmdn20.

Kazhan, Y. (2023a). Ansiedlung deutscher Kolonisten in

den Steppen des Asowschen Gebiets. https://tinyurl.

com/3vps3hbf.

Kazhan, Y. (2023b). Mariupoler Kolonien. https://

wordwall.net/resource/7069889/mariupoler-kolonien.

Digital Tools for Designing Interactive Tasks for Teaching German and Analyzing Learners’ Performance

823

Kazhan, Y. (2023c). Wirtschaftszweige in den

Kolonien. https://wordwall.net/resource/7069561/

wirtschaftszweige-den-kolonien.

Kazhan, Y. M. (2020b). Development of the socio-cultural

competence of student teachers on the basis of the

ﬁndings on the topic “German traces in Ukraine”.

Educational Dimension, 2:56–69. https://doi.org/10.

31812/educdim.v54i2.3854.

Kazhan, Y. M., Hamaniuk, V. A., Amelina, S. M.,

Tarasenko, R. O., and Tolmachev, S. T. (2020). The

use of mobile applications and Web 2.0 interactive

tools for students’ German-language lexical compe-

tence improvement. CTE Workshop Proceedings,

7:392–415. https://doi.org/10.55056/cte.376.

Kramarenko, T. G. (2017). Training of teacher to school

students collaborate with educational resources of

cloud based projects. CTE Workshop Proceedings,

4:206–210. https://doi.org/10.55056/cte.351.

Kuts, M. and Lavrentieva, O. (2022). Ergonomic aspects

of computer-oriented pedagogical technologies imple-

mentation in teaching foreign languages to students of

higher education institutions. Educational Technology

Quarterly, 2022(1):88–104. https://doi.org/10.55056/

etq.9.

LearningApps (2012). LearningApps.org: multimediale,

interaktive Lernbausteine erstellen einfach gemacht.

https://learningapps.org/LearningApps.pdf.

LearningApps (2023). LearningApps - interactive and

multimedia learning blocks. https://learningapps.org/

createApp.php.

Mishan, F., editor (2005). Designing Authenticity into Lan-

guage Learning Materials. Intellect Books, Bristol.

Nosonovich, Y. V. (2000). Metodicheskaya autentichnost’ v

obuchenii inostrannym yazikam. Inostrannyye yazyki

v shkole, (1):11–16.

Piankovska, I. V. (2020). Exercise types for reading

comprehension in foreign language classes. Educa-

tional Dimension, 2:84–97. https://doi.org/10.31812/

educdim.v54i2.3871.

Rösler, D. and Würffel, N. (2014). Lernmaterialien und

Medien, volume 5 of Deutsch Lehren Lernen. Ernst

Klett Sprachen, Stuttgart.

Stach, J. (1942). Grunau und die Mariupoler Kolonien:

Materialien zur Geschichte Deutscher Siedlungen im

Schwarzmeergebiet, volume 7 of Sammlung George

Leibbrandt: Quellen zur Erforschung des Deutsch-

tums in Osteuropa. Verlag von S. Hitzel in Leipzig,

Leipzig. https://chort.square7.ch/Buch/Grunau.pdf.

Standard (2019). Standart vyshchoyi osvity za

spetsial’nistyu 035 “Filolohiya” dlya per-

shoho (bakalavrs’koho) rivnya vyshchoyi

osvity. https://mon.gov.ua/storage/app/media/

vishcha-osvita/zatverdzeni%20standarty/2021/07/28/

035-Filolohiya-bakalavr.28.07-1.pdf.

Sych, T., Khrykov, Y., and Ptakhina, O. (2021). Digital

transformation as the main condition for the develop-

ment of modern higher education. Educational Tech-

nology Quarterly, 2021(2):293–309. https://doi.org/

10.55056/etq.27.

Vyrsta, N. B. (2020). Didacticization of the press texts of

the galician germans in daf-lessons. Educational Di-

mension, 2:20–33. https://doi.org/10.31812/educdim.

v54i2.3852.

Weigmann, J. (1999). Unterrichtsmodelle für Deutsch als

Fremdsprache. Max Hueber Verlag, München.

Wicke, R. (1997). Aktive Schüler lernen besser. Ein Hand-

buch aus der Praxis für die Praxis. Ernst Klett Verlag,

München.

Zhorova, I., Kokhanovska, O., Khudenko, O., Osypova,

N., and Kuzminska, O. (2022). Teachers’ training

for the use of digital tools of the formative assess-

ment in the implementation of the concept of the New

Ukrainian School. Educational Technology Quarterly,

2022(1):56–72. https://doi.org/10.55056/etq.11.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

824