Use of YouTube Resources in the Process of Training German Language

Teachers

Olha V. Chorna

1 a

, Vita A. Hamaniuk

1 b

, Oksana Y. Markheva

1 c

, Andrei V. Voznyak

1 d

and

Aleksandr D. Uchitel

2 e

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

State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine

Keywords:

YouTube, Video Hosting, German Language, Foreign Language Competence, Autonomy.

Abstract:

Integration of ICT signiﬁcantly increases the possibilities of the educational process and extends the bound-

aries of the educational sphere as a whole; it is also a necessary condition for the implementation of distance

learning. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites,

can serve as the basis for building open learning and education. Informational educational technologies of

learning foreign languages are in the focus of this study. The article represents the results of theoretical anal-

ysis of content on the subject of its personal- and didactic-deﬁnite orientation, as well as some aspects of the

practical use of commonly used YouTube video materials in the process of teaching German as the ﬁrst or

second foreign language in higher education, namely at the pedagogical university. Taking into account the

practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide

constant audience, a concise didactic analysis of their product is presented and recommendations on convert-

ing video content into methodological material in the framework of practical course of German language by

future teachers are offered. Possibilities of using alternative resources of YouTube in terms of distance learning

in view of mediation skills development in the interpretation of this concept by authors of CEFR Companion

Volume with New Descriptors (2018) are considered. Four groups of resources that can be used as teaching

materials are identiﬁed and analyzed; some examples of their preparing and use by the training of future for-

eign language teachers are offered. The focus was also on open resources ONCOO and TWINE, which can be

used in particular to develop the autonomy of future foreign languages teachers, and the capabilities of these

resources are characterized. Due to the suggested recommendations, the following tasks can be solved: enrich-

ment of the vocabulary; semantization of phraseological units, constant ﬁgures of speech, clich

e; development

of pronunciation skills; expansion of linguistic and ICT competences; improving listening and speaking skills;

increasing motivation to learn, etc.

1 INTRODUCTION

Information and communication technologies, which

are gradually integrating into education, expand its

boundaries and create additional opportunities for the

educational process. The global crisis of 2020, on

the one hand, proved the need to intensify the grad-

ual development of open learning and education is

based on the latest information technologies and open

resources, among which web services are particu-

https://orcid.org/0000-0003-4556-7134

https://orcid.org/0000-0002-3522-7673

https://orcid.org/0000-0002-7304-9775

https://orcid.org/0000-0003-4683-1136

https://orcid.org/0000-0002-9969-0149

larly appealing in recent times, which allow you to

download and view videos in your browser. On the

other hand, it overemphasized the importance of the

teacher’s contribution to society. Distance learning

(Bobyliev and Vihrova, 2021), digitalization (Strutyn-

ska et al., 2020) and integration (Kanevska and Hos-

tra, 2020) are no longer just buzzwords; they are now

the basis of the educational process. The problem of

training and advanced training of personnel, devel-

opment of autonomy as a component of educational

competence (both students and teachers), and expan-

sion of competence in the use of ICT (Modlo et al.,

2018) was especially relevant, which led to changes

in the Qualiﬁcations Framework.

YouTube (YouTube, 2021), as a video hosting,

Chorna, O., Hamaniuk, V., Markheva, O., Voznyak, A. and Uchitel, A.

Use of YouTube Resources in the Process of Training German Language Teachers.

DOI: 10.5220/0010925800003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 511-526

ISBN: 978-989-758-558-6

511

provides video hosting services, from amateur videos

to professional video clips and videoblogs. Nowadays

it is one of the most visited sites in the world of the In-

ternet due to the simplicity and ease of use, the ability

to communicate without time and territorial restric-

tions, sharing views in the comments on the videos.

According to statistics from recent years, “educa-

tion” is consistently included in the top ten most pop-

ular categories of video, attracting the attention of bil-

lions of regular users from around the world. It should

be noted that education occupied a rather high sixth

place with 38.6 billion views and 2.9 billion regular

users. This allows to enroll conﬁdently video host-

ing to modern learning tools, in particular, of German

language.

About 80 million videos were found on YouTube

in four languages (Ukrainian, Russian, German and

English). You can ﬁnd videos of different specializa-

tions on YouTube. Table 1 summarizes the informa-

tion of the orientation of the authors of the numerous

channels of video materials, which are offered to ev-

erybody, who is interested in learning German as a

foreign language.

However, the issue of increasing the efﬁciency 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 world-

wide indicates an increase of the number of authors

who devote their works to the problems of using

YouTube in teaching foreign languages. The high-

est 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 par-

ticular, Arndt and Woore (Arndt and Woore, 2018)

aim to compare the processes of forming the vocabu-

lary 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 var-

ious aspects of lexical knowledge (spelling, semantic

and grammatical) was a subject. In turn, Saudi Ara-

bia 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 (Kabouha and

Elyas, 2015).

Antoro (Antoro, 1705) explores the use of ICTs,

including YouTube, as key tools for creating train-

ing materials in order to support distance learning and

language learning.

The experimental study of Iranian scholars

Souzanzan and Bagheri (Souzanzan and Bagheri,

2017) is concerned with the problem of perceiving

English as a foreign language in the context of ex-

pediency of ICTs use, in particular YouTube, during

individual learning.

Brazilian researchers Chimenti and Lins (Chi-

menti and Lins, 2016), 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 En-

glish (especially by children), Lee et al. (Lee et al.,

2016) believe that the video is a good bearer of infor-

mation 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 (Cakir, 2016), 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 “Teach-

ing English to the Speakers of Other Languages”

(TESOL) as well as “Teaching English as a Language

of Open Sources” (TELOS). TELOS can provide ex-

pected multimodal and multidimensional support for

TESOL (especially in the context of learning En-

glish as a foreign language), enabling the acquisition

of pragmatic skills (in particular semantic-syntactic

skills), which can only be partially formed in tradi-

tional lessons, according to Cakir (Cakir, 2016).

According to Bastos et al. (Bastos et al., 2015),

YouTube acts as a cognitive tool, which is able to pro-

mote raise of the level of critical thinking and cogni-

tive ability of students in the process of learning En-

glish as a foreign language.

The analysis of experimental data (Winter, 2015)

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 effectiveness of YouTube

as a tool for learning foreign languages is thus evi-

dent.

The purpose of the submitted report is:

AET 2020 - Symposium on Advances in Educational Technology

512

Table 1: Orientation of educational videos.

Personal-deﬁnite orientation

by age – for children

– for teenagers

– for adults

by level of language proﬁciency – for beginners

– according to the levels of the European Language Education Recom-

mendations

by line of work of users – for pupils

– for students

– for professional purposes

Didactic-deﬁnite orientation

by aim – development of certain linguistic competence (lexical, grammatical)

– preparation for the examination to conﬁrm the level of language proﬁ-

ciency

– everyday communication

– communication in a professional environment

by the type of speech activity – lexical trainer

– grammar trainer

– trainer for improving pronunciation

– listening and / or reading

by means and forms of study – based upon real / educational videos

– in the dialogues

– by means of exercises

– based upon stories

– by ﬁlms

– “on the street”

– with music

• the illustration of certain aspects of the practi-

cal use of commonly used sources of video ma-

terial 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 Ger-

man Language by future teacher and the develop-

ment of educational autonomy of all participants

in the educational process.

3 RESEARCH RESULTS

3.1 German Courses on YouTube

The interest of the main German apologists, in par-

ticular of the Goethe-Institut (Goethe-Institut, 2021c)

and DeutscheWelle (DW) (Deutsche Welle, 2021), to

the platform undeniably proves its availability and

effectiveness in inﬂuencing the process of master-

ing foreign languages. In the legitimateness of the

said, once again the activity of the German interna-

tional public broadcaster DeutscheWelle convinces of

worldwide popularization of German language and

the creation and dissemination of the necessary free

study programs for its successful completion. Several

video playlists that can be used both during class work

while learning language and in the process of individ-

ual studying, are presented on “Deutschlernen mit der

DW” channel. The differentiation of the levels of lan-

guage proﬁciency from the “absolute beginner” to C1

/ C2 allows the user independently organize his/her

work according to the principle “from simple to more

difﬁcult”, and the teacher – quickly orientates in the

selection of educational material for a particular au-

dience. The length of the video increases gradually,

in order not to overload the viewer and maximize the

focus on the didactic material of each lesson or se-

ries. It is the series, because most of the educational

videos are inherently ﬁlms whose heroes live a partic-

ular part of their lives in the German-speaking envi-

ronment. Heroes, as a rule, are foreigners, and there-

fore “they look at Germany and German language”

through the eyes of YouTube channel viewers.

In addition to the main theme, the mention should

be made of the traditional separation in the struc-

Use of YouTube Resources in the Process of Training German Language Teachers

513

ture 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 proﬁ-

ciency, including the “Goethe-Zertiﬁkat”, consist of

“Lesen” (reading), “H

oren” (listening), “Schreiben”

(writing) and “Sprechen” (speaking) (oral or individ-

ual 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, writ-

ing. The practice of working with students, who learn

German, shows, that audio competence is the most

difﬁcult to formulate. Although at ﬁrst glance there

may be an impression that listening is the easiest for

children, without much visible effort, as opposed to

writing. However, before starting to pronounce the

ﬁrst words and construct a coherent phrases and sen-

tences, 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 be-

gins with reading and writing, and then speaking and

listening. The perception of speech in real life rarely

occurs without visual support, and therefore a signiﬁ-

cant percentage of information is transmitted by non-

verbal means. Involving video materials for listen-

ing to music is much more effective than using au-

dio 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 effec-

tiveness 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 offer users to go to interactive tasks at the spec-

iﬁed link to the ofﬁcial personal site of the television

and radio company. Given the current tendency to re-

duce 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 in-

dependent 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 opin-

ions in a foreign language (i.e. speaking) in classes

is often hindered by the fear of a public demonstra-

tion 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 communica-

tion.

Offering students the opportunity to discuss cer-

tain video materials in comments without mandatory

identiﬁcation of the person, the teacher uses the op-

portunity to remove excessive nervous tension of the

audience and thus intensify the speech activity. Lead-

ing a live dialogue requires a quick reaction of the

interlocutors, which is difﬁcult 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 conver-

sation, thoughts do not ﬁnd the personiﬁcation in the

right words, the conversation fails, and thus the abil-

ity to feel the language as a means of communica-

tion 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 interac-

tivity 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 us-

age this can be technically difﬁcult and organization-

ally incompatible, with the same schedule.

On the other hand, the teacher’s own comments

(if necessary also incognito) can promote the unob-

trusive orientation of the conversation to a certain di-

dactically determined path, and the usage of correct

or contextually relevant linguistic constructions, in re-

sponse 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 re-

vealing personal qualities, preferences, interests and

the level of formation of the foreign language com-

petence of its participants. Such a format of commu-

nication 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 reg-

ister 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

AET 2020 - Symposium on Advances in Educational Technology

514

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 pri-

vate communication with the interlocutor. Not only

students but also teachers can ﬁnd for themselves

like-minded colleagues in the hosting. Viewers of-

ten conduct didactic discussions and share reﬂections

on problems and difﬁculties related to the learning of

German language, especially difﬁcult topics, stylistic

nuances, etc.

The occasional cases of participation in commen-

tary discussions on language video teaching media

positively motivate those who are only German learn-

ers, to search for a tandem partner not only on edu-

cational 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 com-

mon 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 var-

ious video knowledge departments, you can some-

what make a transition to substantive-linguistic inte-

grated learning in German – CLILIG. Participation

in the conference organized by the Goethe-Institute

in Kyiv in September, 2017 (Goethe-Institut, 2021a)

has become the basis for understanding that learn-

ing with the help of the CLIL method allows achiev-

ing higher levels of linguistic and substantive compe-

tence. The emergence of this methodology has be-

come a response to the needs of the era of techni-

cal and digital technologies in specialists of different

specialties, which, in addition to specialized knowl-

edge, also speak foreign languages. The combination

of professional knowledge, substantive-linguistic and

general competences, which is the main goal of CLIL,

has become a guarantee of a successful specialist’s

career. Numerous reports of conference participants

from Germany, Italy, Lithuania and Hungary have re-

vealed the speciﬁcs of the usage of the CLIL method-

ology in the process of learning and the experience

of foreign colleagues in integrating foreign language

learning with other subjects during school education.

Substantially interesting learning motivates learning

of German language and creates a linguistic basis,

with the help of which it will be possible to build fur-

ther education, in particular, in a higher school.

The wide theme range of YouTube videos al-

lows you to organize CLIL-based learning not only at

school but also in higher school. Implementations of

the principle of inter-subject communications are sub-

ordinated to the program from all disciplines, regard-

less of the cycles they belong to. So it only remains

to make established communications in foreign lan-

guages. We will speculate on the example of students

learning German language within the specialty 014.02

Secondary education. Language and literature (Ger-

man / English) with an additional specialty, accord-

ingly (English / German) language. The main profes-

sional disciplines for them are Pedagogics, German

and English languages. The vast majority of educa-

tional videos, where the German language is the sub-

ject of a study as a foreign language, is aimed to the

English-speaking audience. They are often accom-

panied by English subtitles or by the translation of

individual lexical units (for example (Learn German,

2017)). The experience of using similar videos in the

learning of Practical Course of German as a second

foreign language shows a signiﬁcant increase in stu-

dents’ interest in learning material, since they are able

to orientate on “native” English. The latter in this case

ceases to play the role of the direct object of study

and becomes a means of learning, although indirectly

it continues to study. The topics of practical classes in

German and English are often coincided and studied

in parallel, so the use of English-German video as a

didactic material contributes to improving the quality

of knowledge in both disciplines. It also serves as the

development of translation skills. At the very least,

practice shows that the quality of the implementation

of the author’s didactic game “Translator” is signiﬁ-

cantly increased (according to the rules of the game,

one or more participants, performing the role of En-

glish speakers, and the other / others German speak-

ers, must be understood on a speciﬁc topic, using the

participant’s help, who is playing the translator).

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 difﬁcult to ﬁnd videos

on the YouTube of a particular topic (for example,

the Christian Kißler (Kißler, 2014) channel). How-

ever, the question arises - within which discipline is

it more appropriate to use them? In our opinion, it is

most appropriate to do this at classes on the method-

ology of teaching a foreign language, since this disci-

pline is taught, as a rule, by a specialist in Pedagog-

ics and the corresponding foreign language simulta-

neously. Teacher of pedagogical disciplines who does

not speak German can ﬁnd the necessary material in

collaboration with his colleagues, and offer students

the opportunity to study individually in order to con-

Use of YouTube Resources in the Process of Training German Language Teachers

515

solidate the knowledge gained during their class work

in their native language.

The video format, which is offered by the

“LearnGerman” channel, for example (Learn Ger-

man, 2016), allows you to achieve better results in one

more direction of language work. This is a kind of

educational activity, such as home or academic read-

ing. Generally, the main goal of individual reading

is to develop perceiving skills of written foreign lan-

guage text, expanding vocabulary and deepening lin-

guistic competence. The accompaniment of audio re-

production of the available for visual perception of the

printed source contributes not only to the accompa-

nying development of the above-mentioned listening

skills, but also to the improvement of pronunciation.

Comparison of the results of text work in two groups

of students, one of which used only paper, and the

other – audiovisual, showed that the pronunciation,

and most importantly intonation, during the retelling

of certain passages of the read (and listened) story in

the second group signiﬁcantly improved.

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 ac-

companied by interactive exercises and audio materi-

als. 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 (Goethe-Institut, 2021b), having

passed the “Goethe-Zertiﬁkat” C1 / C2 exam, you

conﬁrm the ability to “understand a wide range of

long, rather difﬁcult texts, also capturing the hidden

meaning, ... ﬂexible use of language in public and

professional life, ... easy understanding of almost ev-

erything, read or heard in German”. So, in order to

conﬁrm the C1 / C2 level it is not enough just to speak

correctly and quickly on all well-known topics, but

you must be aware of all topics, understand the cur-

rent trends in the development of science and culture

in the world and Germany in particular, and therefore

be able to get the latest information about the coun-

try. Despite the fact that exam preparation tools are

quite often updated, so that available information at

the time of the exam may become somewhat obsolete.

It’s possible to be informed if you read periodicals

regularly, listen to radio or watch videos on television

or YouTube channels. However, only special videos

are accompanied by subtitles or full text, translations,

explanations, and exercises that convert them from the

usual source of information to the learning tool. The

“LearnGerman” channel offers, among other things,

German daily news editions, and adapted by subti-

tles for foreigners videos, which are published several

times a day, for example (Learn German, 2021).

The number of educational author channels of var-

ious 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 lan-

guage 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 thou-

sands of students from around the world who are ea-

gerly awaiting each of his lectures, often deﬁning its

topic.

A brief didactical analysis of the general opportu-

nities 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, offers users of YouTube audio clips on a

wide variety of topics (biographies of prominent Ger-

man ﬁgures, national traditions and customs, domes-

tic issues, social relationships, etc.), dictated at a slow

tempo in order to ensure their better understanding.

Each lesson is complemented by full written sup-

port of the sounded text. Using the Urlaub (Vaca-

tion) (Rubens, 2015) material while studying the topic

“Travelling” by the Practical Course of German Lan-

guage (PCGL) program, in combination with self-

developed exercises to control understanding showed

that the tempo of teaching is optimal for students who

speak German at the A2 level / B1, since the vast ma-

jority of them understood the general meaning of the

heard information after the ﬁrst listening, and some

nuances – after the second or the third.

The “Deutschlernen durch H

oren” channel also

produces audio tutorials (educational dialogues on

various themes, songs) and video materials. In partic-

ular, audio texts with control tasks are similar to those

used during the “Telc” language exam passing, for ex-

ample (Learn German Easily, 2020). Doing a trial test

on the YouTube platform allows you to feel the atmo-

AET 2020 - Symposium on Advances in Educational Technology

516

sphere of a real exam, to assess the difﬁculty of the

task, and to determine the level of your own audio

competence by using the correct answer key added

to each video. The mentioned above materials may

be used as control tasks while the Practical Course

of German Language. At the initial stage of learn-

ing language, it was quite positive to use a study song

which is composed of numerous language cliches typ-

ical to the situations “Acquaintance” and “At the cafe

/ restaurant” (Deutsch lernen durch H

oren, 2020).

The real master of the visual-dramatic song,

which does not leave anyone indifferent and awak-

ens interest to learn language, is Uwe Kind, the au-

thor of the “UweKind & LingoTech” channel, and

Singling techniques. Thanks to the amusement, the

extraordinariness and, at the same time, the notice-

able efﬁciency of the latter is used by the students

and teachers of the whole world in studying spoken

foreign languages. In collaboration with composer

Mark Schaffel, “LingoTech” was created – “it is a

music that combines melody, rhythm, drama, move-

ment and linguistic feedback, becoming a common

experience that inspires young people to learn lan-

guages.” LingoTech is based on the assumption that

music simpliﬁes the process of memorization, which

allows students to improve foreign pronunciation and

intonation (Kind, 2019). It is a song, dance, drama

and an interesting way of learning. Due to the under-

standing interest appears, music (melody) provides

the duration of preservation in memory, the dance de-

termines the interaction, and all together contributes

to the success of learning. The fact that after the use

of the song “Romanze im Perfekt” (Uwe Kind & Lin-

goTech, 2014), students easily memorized three main

forms of the irregular Verbs mentioned therein and

chanted it on breaks, is an irrefutable proof of the ef-

fectiveness of this methodology, the basis of which

consists a mnemonic technology based on music and

motor activity.

The author of the “Deutsch in Bildern” channel

creates his own educational videos using the positive

aspects of another mnemonic technique, namely, il-

lustrative. In order to demonstrate the syntactic struc-

ture 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 rail-

ways (Deutsch in Bildern, 2016). According to the

laws of mnemonic, an interesting picture, which will

appear before the inner sight in the future, at the right

moment will help to ﬁnd quickly the necessary gram-

matical material in the long-term memory. The chan-

nel is created for native speakers to help them learn

German and Literature (as native), Physics, Mathe-

matics and other subjects. For this reason, the tempo

of the author’s speech is fast enough, which compli-

cates the use of materials (in any case at the initial

stage and for self-study). However, the expressive-

ness of graphic illustrations and the non-standard cre-

ative approach to the giving complex teaching mate-

rial make the channel as a valuable source of positive

experience for teachers.

Despite the enormous amount of educational

YouTube channels, it is difﬁcult sometimes to ﬁnd

“your own channel” – the one that offers comprehen-

sive, competent answers to relevant issues regarding

a wide variety of linguistic aspects and promotes the

development of speech and meta-language competen-

cies. Before advising a speciﬁc video or channel to

students, you should critically treat content, format,

and the author’s professionalism. Three next chan-

nels 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 use-

ful, ﬁrst of all, for those who are preparing to pass a

language exam, in particular TELC. The author her-

self is one of the company’s examiners (telc GmbH)

(Telc, 2021) and has a great practical experience in

pre-test candidate training. A series of videos was

created in the form of tips on how to avoid typical

mistakes while passing the exam and to what features

of each type of task should attention be paid to. At the

following links (Dobrovolska, 2016, 2017), for exam-

ple, we ﬁnd videos that provide speciﬁc recommenda-

tions for the successful doing the “Image Description”

task. The description skills are necessary for produc-

tive communication in real life and are checked not

only during the preparation of the above exam. The

method of image description is successfully used in

Practical classes of a foreign language. In particular,

it is the basis for card games that are equally effective

at the initial (for the acquisition of the new vocab-

ulary), as well as at subsequent stages of language

learning (deploying the speech situation, creating a

story / dialogue with the help of the image). Among

other things, the author explains what is the difference

between doing the “Description” task at the level A1

/ A2 and at higher levels, beginning with B / 1; what

is the principle of the transfer, according to which the

image should be described, in order to demonstrate a

good level of language proﬁciency; how to make the

best use of visual information to ensure a productive

and informative process of communication; how to

make a logical transition from the real image to the

situations associated with it, etc. That is why such

videos should be used not only while preparing for

language tests, but also at Practical Course of Ger-

Use of YouTube Resources in the Process of Training German Language Teachers

517

man Language as a means of improving communica-

tive competences of students.

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 clich

e and contain rec-

ommendations on the practicability of using them in

speech. Some of them highlight semantic and stylis-

tic features of cognate verbs or nouns. Other video

groups are aimed to help you learn grammar and ex-

pand your country studying competence. The descrip-

tion of different life situations, seemingly, is devoid of

didactic loading, becomes a valuable source of infor-

mation for those who learn the language in the ab-

sence 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 nomi-

nal YouTube channel (Heinrich, 2017). Based on the

fact that “most of those who learn German have little

access to authentic everyday language and culture”,

over 120 videos were made within the framework

of the online family project (ONLINE-Gastfamilie),

which show the actual everyday life of an ordinary

German family: family holidays, traditions, travel-

ling, problematic home situations, typical working

days, etc. Video materials are accompanied by vocab-

ulary, which shows the key communicative structures

and reveals important cultural aspects. With a wide

range of suggested topics, the training videos can be

easily adapted to the tasks of the curriculum of Prac-

tical Course of German Language. However, the sit-

uation may be somewhat complicated by the fact that

not all videos and teaching materials are available on

YouTube, but there are more than enough to “catapult

your German language from theoretical grammar to

active understanding and speaking and make a leap

into German culture” (Heinrich, 2021).

Among the positive achievements of the German-

Skills.com channel, it has to be noted the provided

methodological recommendations for the develop-

ment of pronunciation skills. The proposed exercises,

for example (Dilyana, 2017), brought tangible results

in the formation of the correct articulation of one

of the most difﬁcult sounds in German language for

Ukrainian students, – pronounced in the French man-

ner [r].

The practical application for materials, which ap-

pears within the framework of 30 Days Challenge, has

also been found at Practical Course of German Lan-

guage 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 different types of speech ac-

tivity, how to avoid mistakes while learning new vo-

cabulary, why there is a fear of speaking in foreign

languages, etc. (Dilyana, 2018). Students were asked

to register as the project participant and to join a pe-

culiar thirty-day marathon. Depending on the level

of language proﬁciency, the participants received an

e-mail daily task – the theme of the day from which

they had to speak by recording an audio message. The

predicted audio format of the answer helped many to

overcome the fear of speaking aloud, and the abil-

ity to listen to the messages of other participants and

discuss them contributed to the activation of speech

skills. Several reports by the author of the channel

on the issues of challenge were offered for individual

extra-audition listening to students who did not join

the experiment, which caused an active reﬂection of

the latter.

3.2 Use of Alternative YouTube

Resources for Teaching and

Learning German

Distance learning as a form of organization of the ed-

ucational process is extremely relevant during quar-

antine activities. Most educational institutions have

switched to online mode and use various resources

to do so, which allow both synchronous and asyn-

chronous communication with their students. The use

of such resources in independent work is especially

effective, because it allows to satisfy the interests of

students (they choose the time, the forms, the mate-

rials that are convenient and interesting to them), on

the one hand, and ﬁll the educational space with edu-

cational materials. which are diverse in nature, some-

times offer alternative views on the problem and en-

courage its critical reﬂection with the subsequent for-

mation of their own opinion, on the other.

One of such resources is YouTube channels, be-

cause they offer not only purely educational materi-

als for learning German (or another foreign language,

because these platforms also offer materials for learn-

ing other foreign languages), which was analyzed in

the previous section, but directly are related to various

disciplines in both general and higher education. Ob-

viously, 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 for-

eign languages, if they are properly prepared.

All these materials can be divided into several

groups: materials that include educational content

AET 2020 - Symposium on Advances in Educational Technology

518

opinion of the user who performs mediation, but includes those communicative

activities that were not considered before. "In mediation, the user/learner acts as a

social agent who creates bridges and helps to construct or convey meaning,

sometimes within the same language, sometimes from one language to another (cross-

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

activities, which are described in CEFR 2018 and shown at Fig 1.

Mediation

Fig. 1 Three aspects of concept of "mediation"and their main activities [43: 109-

123].

These actions can be developed by the use of existing YouTube content.

We will analyze the available context of resources posted on YouTube, that can be

used in the process of teaching German (as the first and/or the second language) for

future teachers. We consider it advisable to observe resources according to the nature

of the offered material, after all it is decisive at the didactic stage.

The first group includes educational materials that are not directly related to

foreign language teaching, but contain information related to those topics that are

included in the program and are studied in practical German course as the first or the

second language, or reveal the content of particular modules or blocks of other

disciplines of the educational program, such as the history of the German language,

literature, stylistics or intercultural communication. The vast majority of such

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 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

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).

Figure 1: Three aspects of concept of “mediation” and their main activities (Council of Europe, 2018, pp. 109–123).

of different disciplines (geography, biology, physics,

history, literature, etc.); informational videos and

blogs about interesting facts, events, regions, promi-

nent people, politicians, other information, mainly of

an advertising nature; documentaries, popular science

short and feature ﬁlms; 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 different 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 compe-

tencies with an appropriate description for each level

of language proﬁciency from pre-A1 to C1. This

concept was introduced by authors of Common Eu-

ropean Framework of reference for language: learn-

ing, 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 rela-

tion to texts in oral or written form, or both” (Coun-

cil of Europe, 2001, 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 “me-

diative types” of speech activity, which “make com-

munication possible between persons who are unable,

for whatever reason, to communicate with each other

directly” (Council of Europe, 2001, 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 inter-

pretation of “mediation”, because among the exam-

ples of mediation activities, the authors call primar-

ily oral and written translation, abstracting and trans-

lation 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 different languages) between two

or more persons who for one reason or another can-

not communicate directly” (Council of Europe, 2001,

p. 66).

In fact, CEFR understands mediation as transla-

Use of YouTube Resources in the Process of Training German Language Teachers

519

tion, as evidenced by explanations of oral (simulta-

neous, consecutive, informal translation) and writ-

ten (exact (contracts, agreements), literary (works),

transfer of the main content (newspaper, maga-

zine articles), translation (specialized texts for non-

professionals) mediation (Council of Europe, 2001,

p. 66).

The modern version of CEFR Companion Volume

with New Descriptors (Hirsch, 2018a) uses the term

“mediation”, which is much broader in scope, as it

is not limited to the translation and transmission of

the main content without taking into account the opin-

ion of the user who performs mediation, but includes

those communicative activities that were not consid-

ered before. “In mediation, the user/learner acts as

a social agent who creates bridges and helps to con-

struct or convey meaning, sometimes within the same

language, sometimes from one language to another

(cross-linguistic mediation).

The focus is on the role of language in processes

like creating the space and conditions for communi-

cating and/or learning, collaborating to construct new

meaning, encouraging others to construct or under-

stand new meaning, and passing on new informa-

tion in an appropriate form. The context can be so-

cial, pedagogic, cultural, linguistic or professional”

(Council of Europe, 2018, p. 103). The Companion

Volume considers at least three aspects of the concept

of “mediation” as a descriptor and the main activities,

which are described in CEFR 2018 and shown at ﬁg-

ure 1.

These actions can be developed by the use of ex-

isting YouTube content.

We will analyze the available context of resources

posted on YouTube, that can be used in the process of

teaching German (as the ﬁrst and/or the second lan-

guage) for future teachers. We consider it advisable

to observe resources according to the nature of the of-

fered material, after all it is decisive at the didactic

stage.

The ﬁrst group includes educational materials that

are not directly related to foreign language teaching,

but contain information related to those topics that are

included in the program and are studied in practical

German course as the ﬁrst or the second language, or

reveal the content of particular modules or blocks of

other disciplines of the educational program, such as

the history of the German language, literature, stylis-

tics or intercultural communication. The vast major-

ity of such materials are video clips from 3 to 15 min-

utes, that offer basic information about the essence

of concepts, their key features, peculiarities, differ-

ences from other similar phenomena and more in an

accessible and understandable form. Such informa-

tion 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 documen-

tary ﬁlms, comments of a schematic representation of

processes, and so on. We consider it possible to illus-

trate different approaches to the presentation of edu-

cational content on the example of the course “History

of German Literature”, namely the theme “Baroque”,

because this literary era has certain features in the Eu-

ropean context.

The second group includes informational videos

and blogs about interesting facts, events, regions, out-

standing people, politicians, that contain other infor-

mation, often of advertising nature. This content is

not educational but can be used in the educational

process for different educational purposes and in dif-

ferent ways. The main advantage of such content is

that ﬁrstly, 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 re-

member because it is supported by graphic images;

the same information can be offered in different lan-

guages, that encourages the implementation of medi-

ation. The use of such material is especially effective

when design work is being done. For example, within

the framework of the project “Deutsche Spuren in der

Ukraine” students were asked to do a number of tasks

using the YouTube resource, the fragment of one of

them is offered below.

The third group includes popular science, doc-

umentary short or full-length ﬁlms that are not

designed for a speciﬁc target group and contain

general information. They can be used ﬁrst of all

for the development of receptive competencies,

checking the understanding of what is heard, sys-

tematization 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 his-

tory from the Middle Ages to the Present (https:

//www.youtube.com/watch?v=F1t6-UyHV8U&list=

PLtkAitkGhcGLS1y1xPdxGzBUE45ico2zY); “Wir

Europ

aer”, (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.

AET 2020 - Symposium on Advances in Educational Technology

520

Arbeitsblatt 8

Aufgabe 1. Sehen sie sich den Kurzﬁlm

uber

das Leben der Deutschen in Transkarpatien: https:

//www.youtube.com/watch?v=OarTBeBi1DI

ahrend des Sehens notieren Sie sich Informatio-

nen, die Sie brauchen, um die Fragen zu beant-

worten.

1. Wie kamen die Deutschen nach Transkarpatien?

2. Wie leben die Deutschen in Transkarpatien?

Haben Sie ihre Organisationen? Womit

besch

aftigen sie sich?

3. Gibt es Probleme in der Kommunikation mit den

Ukrainern?

4. Woher kamen die Deutschen nach Swalawa?

5. Was hat Herr Kmeti

uber seine Familie erz

ahlt?

6. Was hat Herr Zwanko

uber die Gruppe “Schwal-

bach” erz

ahlt?

7. Haben die Deutschen Kontakte zu deutschen

Firmen, Organisationen? Welche Projekte wer-

den realisiert?

8. Deutsche B

ackerei in einem ukrainischen Dorf.

Erz

ahlen Sie dar

uber.

9. Wie f

uhlen sich die Deutschen in der Ukraine?

Was hat Julia erz

ahlt?

Mehr Informationen ﬁnden Sie hier: https://

ukrainer.net/ nmtsi-ukrainy/

Aufgabe 2. Deutsche Unternehmer versuchen in

der Ukraine ihr Gl

uck. 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 Ar-

beit 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 Fir-

men 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 Kurz-

ﬁlm an: https://www.youtube.com/watch?v=

9i2M7M5K49Q&t=112s

The right choice of material and effective ap-

proaches to the use of each case of didactic ap-

proaches 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 signif-

icant 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 soci-

ety set new demands for the system of professional

training of foreign language teachers. The qualiﬁca-

tion of a specialist and his/her demand is also cur-

rently 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 Frame-

work 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 accord-

ing to one’s learning type, to set educational tasks fol-

lowing one’s own goal, to choose the forms and meth-

ods of language learning that are the most effective to

achieve this goal.

The project ONCOO, designed by Olaf M

uller

and Thomas Rohde, provides extensive opportuni-

ties for the development of educational autonomy

(www.ebildungslabor.de, 2018). The tools, that are

used on this platform, provide support for both class-

room and extracurricular cooperative forms of learn-

ing. Cooperative methods are useful at different

stages of classes (introductory, main, at the stage of

delving into the topic, for reﬂection and evaluation)

and can be used for both beginners and students with

good language skills. The tool is easy to use: it does

not require registration and entering personal data. A

teacher provides access to the worksheet by sending

students an access code. ONCOO generally offers

ﬁve tools to organize the learning process more ef-

ﬁciently and interestingly (ﬁgure 2).

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

Use of YouTube Resources in the Process of Training German Language Teachers

521

Table 2: “Barock in der deutschen Literaturgeschichte” on YouTube.

A lecture given by a teacher Barock kurz und einfach erkl

art I

musstewissen Deutsch A2 Liter-

atur des Barock - Barocke Lyrik

https://www.youtube.com/

watch?v=f-75XBb2ZiI

https://www.youtube.com/

watch?v=wnri4WHOpdg

A presentation voiced by a mod-

erator

Barock - Literaturepoche einfach

erkl

art - Merkmale, Literatur,

Geschichte, Vertreter; A4 Liter-

atur des Barock - Barocke Ro-

mane

https://www.youtube.com/

watch?v=Khpxmxy37mQ,

https://www.youtube.com/

watch?v=QNROLtbE6LQ,

https://www.youtube.com/watch?

v=735QsJh-znw

A story accompanied by frag-

ments of animated or documen-

tary ﬁlms

Wallenstein und der Krieg - Die

Deutschen (Staffel 1) - ZDF

https://www.youtube.com/watch?

v=za1gJdLzba8

Comments of a schematic repre-

sentation of processes

Epoche des Barock - (studentis-

che) Einf

uhrung — DiB

https://www.youtube.com/

watch?v=Fc2VgMyyCuE&list=

PLAtaQ-5u2Yrhf75wbrFIY

bM4V4ikonPu&index=2

Full-length educational, docu-

mentary or feature ﬁlm

Johann Grimmelshausen Aben-

teuerlicher Simplizissimus

https://www.youtube.com/watch?

v=L8020Ls8b Q

form of a namelist involving all the students accord-

ing 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 “partic-

ipants” 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 difﬁculty complet-

ing the task may ask “helpers” for help.

Training tempo-duet (Lerntempoduett): a teacher

can effectively 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 stu-

dents and allows a smooth transition to group discus-

sion. ONCOO makes it possible to set the timing for

the ﬁrst phase (thinking and solving a crossword puz-

zle): 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 con-

duct a joint evaluation and reﬂection on the work

done. With the help of this tool, a virtual target is cre-

ated, which presents various aspects of assessment,

and students make their assessments individually us-

ing 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 (ebildungsla-

bor.de, 2021; DigitalExposureTV, 2017).

It is designed to create interactive texts and can

be used both by teachers to create textbooks – tutori-

als and other materials for independent work, and by

students to develop their methodological competence,

developing their own learning materials: games, cre-

ative 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 ver

offentlichen”, download and share with the

group. You can send this ﬁle by email or any messen-

ger. 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 different 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 con-

tent. Content can be created directly in the browser.

It is effortless to work with this tool,and it does not

require special skills in working with ICT. A large

amount of different content is available on H5P (H5P,

2021) page:

AET 2020 - Symposium on Advances in Educational Technology

522

Figure 2: ONCOO tools (Hirsch, 2018a).

• Audio Recorder (for creating an audio recording);

• Advent Calendar (for creating an advent calen-

dar);

• Dialog Cards (for creating text-based turning

cards);

• Dictation (for creating a dictation with instant

feed-back);

• Essay (for creating an essay with instant feed-

back) and many others.

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 (Hirsch,

2018b, 2020).

Specialized publishers of educational and me-

thodical literature, which organize methodical we-

binars, also help teachers to develop independently

their methodological competence and improve pro-

fessionally. Online webinars later become public on

YouTube. For example, the well-known publishing

house Klett publishes numerous digital learning we-

binars, reviews of textbooks with guidelines for their

use and much more on its channel (Pearson Turkey,

2020).

Support for online classes is offered by the

YouTube channel Future-Teach (Future-Teach, 2020).

There are practical tips for using Microsoft Teams f

Ofﬁce 365 for educational purposes, tips for creat-

ing online surveys and quizzes, using various digi-

tal Apps and Tools, Skype and Zoom – conferences

that promote the educational students’ autonomy and

methodological competence of (future) teachers.

4 CONCLUSIONS AND

PERSPECTIVES FOR

FURTHER STUDIES

We should note that the author’s training channels on

YouTube from professional vendors and amateurs can

be used as additional teaching material in class and

extracurricular for those students, who learn German

language. There is obvious positive impact on:

Use of YouTube Resources in the Process of Training German Language Teachers

523

Table 3: Content characteristics and some recommendations toward using YouTube channels.

Channel / Level Kind of educa-

tional material

Subject / additional

information

Resource Scope of use

Deutsche Welle / A1 –

video clips casual situations, in-

tercultural differences

interactive tasks, fo-

rum

classwork,

homework

Learn German / A1 – C1 video clips various subjects, news

of culture and science

subtitles in English,

full text, exercises, ex-

planations

home reading

Slow German / A1 – B1 audio everyday situations,

social problems,

country studies

full text, slow speech classwork,

homework,

listening

Deutsch lernen durch

oren / A1 – C1

training dialogs,

video clips, songs

everyday topics, coun-

try studies

exam format, task,

keys

classwork,

homework

Deutsch mit Marija / A1

– C1

video clips everyday topics, coun-

try studies

tasks, grammar- and

vocabulary-training

classwork,

homework

Materials with learning

content

video various subjects, news

of culture and science

information to various

subjects; tasks to be

prepared

homework,

project

Informational videos

and blogs about inter-

esting facts, events,

regions, prominent

people, politicians, other

information, mainly of

an advertising nature

video various subjects, news

of culture and science;

casual situations, in-

tercultural differences,

country studies

general information to

various subjects; tasks

to be prepared

homework,

project

Documentaries, popular

science short and feature

ﬁlms

video various subjects,

news of culture and

science; intercultural

differences, country

studies

general or speciﬁc in-

formation to various

subjects; tasks to be

prepared

homework,

project

Feature ﬁlms and TV se-

ries on various topics

video casual situations, in-

tercultural differences,

country studies

features of everyday

life, country studies;

tasks to be prepared

homework,

project

• creating a dynamic learning environment;

• increasing the motivation of students’ educational

and cognitive activity by ﬂooding into the linguis-

tic environment through authentic video materi-

als;

• optimization of individual work aimed at deepen-

ing or strengthening knowledge on speciﬁc edu-

cational topics, on condition of availability of pro-

fessional monitoring and control.

The use of information technologies creates ad-

ditional opportunities for teachers, but requires a re-

sponsible approach to their use in order to achieve the

goals and objectives provided by the curriculum. In-

tegration of open sources of information into the ed-

ucational process in higher schools requires careful

selection of available material and its creative didac-

tical revision (in particular, supplementation with the

training activities agreed upon the purpose of concrete

practical training). However, the question remains

open of the probability of achieving a certain level of

language proﬁciency solely on their basis. The latter

requires a particular scientiﬁc research.

Content characteristics and some tips for using

YouTube channels are summarized in table 3.

Expanding the boundaries of educational videos

usage, which are represented as additional tools for

teaching foreign languages provided in video hosting,

on condition that they would be pre-adapted to the

requirements of educational programs, has no doubt.

The possibilities of developing certain competencies

by using the above-mentioned YouTube channels are

represented in the table 4.

Hence it seems expedient to master the method-

ical techniques of introducing them into the process

of higher schools training of students of pedagogical

specialties and encouraging the latter to create their

own educational videos that are suitable for work in

the audience and outside it.

AET 2020 - Symposium on Advances in Educational Technology

524

Table 4: The logical framework for the development of linguistic and general competences by using YouTube channels.

Channel / Level

speaking competence

listening competence

reading competence

writing competence

cross-cultural competence

methodical competence

learning autonomy

general competences

Deutsche Welle / A1 – C1 * * * * *

Learn German / A1 – C1 * * * * * *

Slow German / A1 – B1 * * * * *

Deutsch lernen durch h

oren / A1 – C1 * * *

Deutsch mit Marija / A1 – C1 * * * * * *

Informational videos and blogs * * * * * *

Documentaries, popular science short and feature ﬁlms * * * *

Feature ﬁlms and TV series on various topics * * * * *

ONCOO * * * * * *

Twine * * * * * *

H5P * * * * * * *

Future-Teach * * * *

REFERENCES

DigitalExposureTV (2017). Twine 2.0 - Introduc-

tion / Tutorial. https://www.youtube.com/watch?v=

iKFZhIHD7Xk.

Antoro, S. D. (2017/05). Developing information and com-

munication technology - based learning materials for

teaching english at university level in a distance learn-

ing context. In Proceedings of the Fifth International

Seminar on English Language and Teaching (ISELT

2017), pages 69–73. Atlantis Press.

Arndt, H. L. and Woore, R. (2018). Vocabulary learn-

ing from watching youtube videos and reading blog

posts. Language Learning & Technology, 22(3):124–

142. https://www.learntechlib.org/p/191563.

Bastos, A., Ramos, A., and Paulo, J. (2015). Higher-order

thinking and technologies as essential components of

foreign language learning. In ICERI2015 Proceed-

ings, 8th International Conference of Education, Re-

search and Innovation, pages 5867–5872. IATED.

Bobyliev, D. Y. and Vihrova, E. V. (2021). Problems and

prospects of distance learning in teaching fundamental

subjects to future mathematics teachers. Journal of

Physics: Conference Series, 1840(1):012002.

Cakir, C. (2016). TESOL Plus TELOS: Teaching English

as a Language of Open Sources (TELOS). Procedia -

Social and Behavioral Sciences, 232:600–603.

Chimenti, M. C. C. and Lins, H. A. d. M. (2016). Uma

pesquisa-ac¸

ao no ensino-aprendizagem da l

ıngua in-

glesa para crianc¸as com uso de tecnologias digitais

/ an action research in english language teaching

and learning for children with use of digital tech-

nologies. Texto Livre: Linguagem e Tecnologia,

9(2):128–147. https://periodicos.ufmg.br/index.php/

textolivre/article/view/16731.

Council of Europe (2001). Common European Frame-

work of Reference for Languages: Learning, teach-

ing, assessment. Cambridge University Press.

https://rm.coe.int/1680459f97.

Council of Europe (2018). Common European Frame-

work of Reference for Languages: Learning, teach-

ing, assessment. Companion Volume with new De-

scriptors. https://rm.coe.int/cefr-companion-volume-

with-new-descriptors-2018/1680787989.

Deutsch in Bildern (2016). Subjekt - Satzglieder (Subject -

Parts of Sentence). https://www.youtube.com/watch?

v=t8sqHqZTRUs.

Deutsch lernen durch H

oren (2020). #6 Deutsch lernen mit

Musik — In deinen Armen — Songs to learn German.

https://www.youtube.com/watch?v=WSOR57nzaeM.

Deutsche Welle (2021). Learn German — Deutsche Welle.

https://www.dw.com/en/learn-german/s-2469.

Dilyana (2017). Aussprache: R oder kein ER - Wie spreche

ich es aus?” (Pronunciation: R or no ER - How do

I Pronounce it?). https://www.youtube.com/watch?v=

OsR9j79IDVw.

Dilyana (2018). Deutsch sprechen: 30 Tage Chal-

lenge (Speaking German: 30 days Chal-

lenge). https://www.germanskills.com/post/

deutsch-sprechen-30-tage-challenge.

Dobrovolska, M. (2016). telc B1/B2 Pﬂege M

undliche

ufung Bildbeschreibung #1” (telc B1/B2 Care Oral

Use of YouTube Resources in the Process of Training German Language Teachers

525

Examination Image description #1). https://www.

youtube.com/watch?v=i53qptKbFkU.

Dobrovolska, M. (2017). Bildbeschreibung #1 A1-C1 —

ufungsvorbereitung” (Image Description #1 A1-C1

— Exam Preparation). https://www.youtube.com/

watch?v=xLJ0gnRXskM.

ebildungslabor.de (2021). Einstieg in Twine. https://

ebildungslabor.de/sub/twine/.

Future-Teach (2020). Microsoft Teams 365 f

ur Lehrer

- Live Unterricht durchf

uhren & Video aufzeichnen,

Videokonferenz. https://www.youtube.com/watch?v=

3O s9d7z5ao.

Goethe-Institut (2021a). CLIL in der Ukraine. https://www.

goethe.de/ins/ua/de/spr/unt/kum/ciu.html.

Goethe-Institut (2021b). Goethe-Zertiﬁkat C2: GDS. https:

//www.goethe.de/ins/ge/en/spr/prf/gzc2.cfm.

Goethe-Institut (2021c). Learn German at the Goethe-

Institut — Online and Face-to-face. https://www.

goethe.de/ins/de/en/kur.html.

H5P (2021). Examples and Downloads. https://h5p.org/

content-types-and-applications.

Heinrich, P. (2017). Lerne Deutsch mit einer ONLINE-

Gastfamilie! (Learn German with an Online

Host Family!). https://www.youtube.com/watch?v=

Ww0783G9lqM.

Heinrich, P. (2021). Werde Mitglied unserer Gast-

familie! — Beste Tipps zum Deutsch lernen.

https://www.beste-tipps-zum-deutsch-lernen.com/

gastfamilie/werde-mitglied-unserer-gastfamilie/.

Hirsch, N. (2018a). Screencast Tutorial zu ONCOO:

Tools zum kooperativen Online-Lernen. https://www.

youtube.com/watch?v=qazwFyMabbs.

Hirsch, N. (2018b). Tom lernt

uber gute Bildung mit H5P.

https://www.youtube.com/watch?v=VhX7OQ SP4g.

Hirsch, N. (2020). So erstellst Du einen Adventskalen-

der mit H5P. https://www.youtube.com/watch?v=

X5qkiCyfefI.

Kabouha, R. and Elyas, T. (2015). The impacts of using

YouTube videos on learning vocabulary in Saudi EFL

classrooms. In ICERI2015 Proceedings, 8th Interna-

tional Conference of Education, Research and Innova-

tion, pages 3525–3531. IATED.

Kanevska, O. and Hostra, K. (2020). A model for the forma-

tion of secondary linguistic personality through work

with precedent cultural phenomena during classes in

the Russian Language as a foreign language. Integra-

tion of Education, 24(2):296–315.

Kißler, C. (2014). P

adagogik – Notwendige Basics

(Grundwissen) (Pedagogy - Necessary Basics (Ba-

sic Knowledge). https://www.youtube.com/watch?v=

ibhebc8txB4.

Kind, U. (2019). About us. https://lingotech.net/about-us.

Learn German (2016). Geschichte f

ur Anf

anger #1

— Deutsch lernen (Story for Beginners # 1 —

Learn German). https://www.youtube.com/watch?v=

Ez0QyozJbEU.

Learn German (2017). Learn German — German Vocab-

ulary — In der K

uche — In the Kitchen — A1).

https://www.youtube.com/watch?v=m3RH0rSe57s.

Learn German (2021). T

agliche Nachrichten - Zwei

Wochen nach der Flutkatastrophe. https://www.

youtube.com/watch?v=vV1OQsNT5zI.

Learn German Easily (2020). TELC B1 H

oren 2020 —

B1 Pr

ufung H

orverstehen mit L

osungen 4K. https:

//www.youtube.com/watch?v=mD7P8HIr1GA.

Lee, C.-I., Huang, Y.-C., and Lin, Y.-C. (2016). A personal

word-hiding video caption system on english vocabu-

lary learning for elementary school students. In 2016

International Conference on Advanced Materials for

Science and Engineering (ICAMSE), pages 128–131.

Modlo, Y., Semerikov, S., and Shmeltzer, E. (2018).

Modernization of professional training of electrome-

chanics bachelors: ICT-based Competence Approach.

CEUR Workshop Proceedings, 2257:148–172.

Pearson Turkey (2020). Pearson & Klett — Webinare

ur Deutschlehrer — Online Unterricht - Aktiv

und Kreativ! https://www.youtube.com/watch?v=

P3ECJM2dINU&t=1104s.

Rubens, A. (2015). Urlaub - die deutschen machen urlaub!

slow german #039. https://www.youtube.com/watch?

v=-IS90Nnbaqo.

Souzanzan, R. and Bagheri, M. S. (2017). Iranian learn-

ers’ perceptions of the impact of technology-assisted

instruction on their english aural/oral skills. Infor-

mation Technologies and Learning Tools, 57(1):126–

138. https://journal.iitta.gov.ua/index.php/itlt/article/

view/1537.

Strutynska, O. V., Torbin, G. M., Umryk, M. A., and Verny-

dub, R. M. (2020). Digitalization of the educational

process for the training of the pre-service teachers.

CEUR Workshop Proceedings, 2879:179–199.

Telc (2021). Telc language tests. https://www.telc.net/en.

html.

Uwe Kind & LingoTech (2014). Romanze im Perfekt

(Romance in the Perfect). https://www.youtube.com/

watch?v=KPoVPTX76Io.

Winter, D. (2015). Textos multimodais na aula de l

ıngua

estrangeira. Texto Livre: Linguagem e Tecnologia,

8(2):107–124. https://periodicos.ufmg.br/index.php/

textolivre/article/view/16704.

www.ebildungslabor.de (2018). Getestet: ONCOO. https:

//www.ebildungslabor.de/blog/getestet-oncoo/.

YouTube (2021). YouTube. https://www.youtube.com.

AET 2020 - Symposium on Advances in Educational Technology

526