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Exploring the Utilization of Online Resources and Experiences in Language
Learning: A Study of Indonesian Students Learning German as a Foreign
Language
Martin Ebner
Universitas Negeri Malang
Indonesia
martin.ebner@um.ac.id
Sandra Schön
Universitas Negeri Malang
Indonesia
mail@sandra-schoen.de
Edy Hidayat
Universitas Negeri Malang
Indonesia
edy.hidayat@um.ac.id
Dewi Kartika Ardiyani
Universitas Negeri Malang
Indonesia
edy.hidayat@um.ac.id
Abstract: This study examines the frequency of online resource utilization among German language students at Universitas
Negeri Malang (Indonesia) who are at the B1 level. The aim of the research is to investigate the usage of websites and
applications during German language studies. Standardized questions were administered to a sample of 54 students to gather
information regarding their engagement with online resources throughout their coursework. Additionally, feedback on selected
online resources was collected and assessed. The findings reveal that Indonesian students demonstrate a preference for using
videos featuring interviews with native German speakers, alongside the inclusion of supportive subtitles to enhance
comprehension. However, a significant challenge arises due to the lack of materials specifically tailored for Indonesian learners,
which also clearly indicate the intended language proficiency level.
Keywords: Language Learning, Online Learning, Language Learning Online, German as a Second Language
1. Introduction
Initially, expectations regarding computer-assisted language learning focused on programmed learning and
flashcard-based approaches. However, with the advent of the Internet, World Wide Web, and broadband
connections, the potential for language learning has significantly expanded. The emergence of interactive, dynamic,
and flexible resources, along with opportunities such as video conferencing for conversations with native speakers,
has opened up new avenues for language acquisition (Chen, Zou & Su, 2021). However, it should be noted that only
a portion of these resources and opportunities are available free of charge or at an affordable cost. Previous research
literature has explored various possibilities, such as learning English for Russian speakers (Sigacheva, Zaripov &
Kuznetsov, 2018) and the efficacy of online vocabulary tools in gamified learning (Abrams & Walsh, 2014).
The present study aims to investigate the utilization of online resources among students at an Indonesian
university studying the German language. Specifically, we are interested in determining the extent to which these
students currently employ freely accessible resources for their coursework and self-directed learning. Furthermore,
we aim to identify the characteristics of online resources that students find beneficial in their language learning
endeavors.
2. On the utilization of online resources in (self-organized) language learning
Online resources serve a crucial role in facilitating the acquisition of specific language skills, including listening,
speaking, reading, writing, vocabulary, and grammar training (Zhou & Wei, 2018). Moreover, Zhou & Wei (2018)
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EdMedia + Innovate Learning 2023 Vienna - Vienna, Austria, July 10-14, 2023
Preprint - finally published in: Ebner, M.,
Schön, S., Hidayat, E. & Ardiyani, D.K.
(2023). Exploring the Utilization of Online
Resources and Experiences in Language
Learning: A Study of Indonesian Students
Learning German as a Foreign Language.
In T. Bastiaens (Ed.), Proceedings of
EdMedia + Innovate Learning (pp.
1085-1090). Vienna, Austria: Association
for the Advancement of Computing in
Education (AACE). Retrieved July 17, 2023
from https://www.learntechlib.org/
primary/p/222623/.
highlight that certain online resources also support self-organized learning strategies, such as providing learning
progress indicators. Research focusing on students engaged in online language courses reveals that their learning
strategies are more significant factors than their motivation (Chin-Hsi, Yining & Binbin, 2017). Additionally,
individuals with multilingual backgrounds often employ unique strategies. For instance, a hyperpolyglot proficient
in Spanish, French, Portuguese, and Hebrew may find motivation through writing blog posts (Cohen & Wang,
2019).
The role of online courses in second language acquisition has garnered attention in recent years. An
analysis of publications from 2009 to 2018 reveals a predominant emphasis on learning English, with reading and
listening skills frequently prioritized. Conversely, topics such as communication and collaborative learning have
received less attention (Fang, Hwang & Chang, 2019). Graz University of Technology has already implemented an
English course as a Massive Open Online Course (MOOC) for technology and engineering students (Murr, Schön &
Ebner, 2021). Researchers have found that utilizing resources in the target language allows for varied and interactive
learning experiences. For example, a study involving Taiwanese students indicates that English-language videos on
YouTube are perceived as more interesting and flexible compared to traditional resources and instructional methods.
However, concerns were raised regarding their suitability for exam preparation (Wang & Chen, 2020). Alobaid
(2020) investigated the potential positive effects of regular YouTube video consumption in a foreign language over
a five-month period and observed significant improvements in writing fluency among learners. Language learning
through the Internet is not always a deliberate approach; it can also occur informally through exposure to materials
and resources in different languages. The absence of structured learning is viewed as beneficial due to the inherent
complexity of language acquisition (Godwin-Jones, 2019).
Notably, open educational resources (OER) play a significant role in language learning, as they are
explicitly released for use, modification, and republication. The adoption of OER has also led to changes in teaching
practices (Pulker & Kukulska-Hulme, 2020). Furthermore, articles on language learning explore the online tools that
teachers can utilize to create their own resources (Kawinkoonlasate, 2020). In this study, we aim to investigate the
current usage of OER by Indonesian students learning German as a foreign language and explore the specific ways
in which they employ these resources.
3. Research question and research design
When Indonesian students choose German as a foreign language, they have limited opportunities to encounter and
utilize the language in their everyday lives or during vacations, especially considering the logistical challenges of
traveling to German-speaking Europe. Consequently, the utilization of online resources for learning and studying
German becomes crucial. Building upon our previous research on the usage of open educational resources (OER) at
an Indonesian University (Wijayati et al., 2021), this paper aims to address the following research questions: (a) To
what extent do Indonesian students studying German utilize and have knowledge of online resources? and (b) How
should online resources be designed from their point of view?
To address the first question, we conducted a semi-standardized online survey among B1 level German
students at Universitas Negeri Malang. The survey was conducted within a teaching unit utilizing an online video
conference system. We used Google documents to anonymously collect the participants' responses, specifically
asking them to provide the names of resources they use. In the first lesson, we explored these resources collectively,
providing students the opportunity to learn from one another and identify relevant OER.
To answer the second question, we organized small working groups consisting of 2 to 4 students. These
groups were tasked with exploring and evaluating selected online resources for learning German. In the second
lesson of the unit, conducted using an online video conference tool, the groups presented their findings, highlighting
the advantages and disadvantages from their perspectives. Students were required to select one online resource for
learning German, examine it in detail, and present their analysis during the second lesson. They had the option to
choose from four pre-selected resources or propose their own. The available options included:
The comprehensive YouTube channel "Deutschverstehen" featuring short videos on everyday
communication in cartoon format (https://www.youtube.com/c/Deutschverstehen)
A small collection of interactive exercises and tasks for learning German on the learningapps.org
platform (https://learningapps.org/4849915)
A full-length movie for learning German titled "Nico's Way" (https://www.youtube.com/watch?
v=4-eDoThe6qo)
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EdMedia + Innovate Learning 2023 Vienna - Vienna, Austria, July 10-14, 2023
A simple German online course titled "Free Online Learning" offered on the Austrian MOOC
platform iMooX (https://imoox.at/course/gol2017)
All of these resources are freely accessible, and the online course is openly licensed. Except for the online
course on iMooX.at, registration is not required to access the materials. Two weeks after the first unit, the student
groups presented their findings regarding the online resources. The presentations focused on aspects such as the
content, target audience, liked features, and areas for improvement. Additionally, the groups were asked to outline
their preferred characteristics for an online resource for learning German. During the presentations, one of the co-
authors took notes, which were subsequently categorized based on the students' perceptions of helpfulness.
Following the presentations, all authors shared their impressions from participative observations. The interviews and
exchanges were conducted in German as part of the communication training with native speakers at the university.
Students were informed about the scientific nature of the paper and provided informed consent. Figure 1 provides an
overview of the research design integrated within the lecture.
Figure 1: Research Design of the study.
From this, we will derive features that seem helpful for the development of online resources for self-directed
language learning for Indonesian students studying German.
4. Results
The study takes place in the context of a course in October and November 2022, in which 3 classes with about 20
people each took part at the B1 language level (class A: 17, B: 16, C: 21 students; N=54). Because some of the
participants had technical difficulties, e. g. because they used a mobile device for the online video conference, they
could not participate in the survey parallel to the lesson. With n=45, the response rate is 83 percent.
4.1 Utilization of online resources
For all three groups, students use online resources regularly, i.e., several times a month, and about a third use them
several times a week. Beyond that, online resources are also used, but frequent use, i.e., several times a week, is
significantly less frequent (see Figure 2).
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Figure 2: Use of online resources for learning German for studies and addition learning of students at Universitas
Negeri Malang. Responses to the statement "I use websites and apps to learn German as part of my studies” and "I
use websites and apps to learn German in addition to my studies" (n=45)
4.2 Used online resources for learning German
A total of 6 to 14 resources were identified across the three classes, with YouTube channels being the most
frequently mentioned. One particular favorite among the students was the EasyGerman channel
(https://www.youtube.com/c/EasyGerman), which was recognized by all three groups and appears to be utilized for
academic purposes. Additionally, the LearnGerman channels (https://www.youtube.com/c/LearnGermanOriginal)
were well-known among two groups. The ‘Deutsche Welle’ website (https://learngerman.dw.com/) was familiar to
all three groups, as was a commercial platform offering numerous exercises for individual practice (https://mein-
deutschbuch.de/). Furthermore, several individual websites and YouTube channels were mentioned. The language
learning app Duolingo and the website Busuu.com, both widely recognized among German-speaking language
learners, were mentioned once. The German language learning services provided by British television were also
deemed helpful, as many of the students have a better command of English than German.
4.3 Qualitative feedback concerning selected learning resources
Qualitative feedback was collected regarding the learning resources that were selected for evaluation. Out of the four
provided online resources, two were video-based, consisting of a YouTube channel with short videos and a cinema
film. The remaining groups also presented YouTube channels as their additional online resources. Participants found
subtitles in both German and English to be helpful for their learning experience. They noted that on YouTube,
subtitles can be activated if needed. Additionally, learners found it beneficial when speakers spoke slowly and when
sentences and statements were repeated. However, they expressed concerns about the "unrealistic" nature of videos,
particularly in comic-like YouTube channels and the cinema film. Although interviews with people on the street
were more challenging for students to understand, they perceived them as more authentic.
Regarding the online course available on the iMooX.at platform (Ebner, 2021), learners appreciated the
presence of certificates for successful participation, which was lacking in other learning options. However, they
expressed disappointment that there is currently no dedicated online course for learning German, unlike English
(Murr, Schön & Ebner, 2021).
When the learning apps, which included small interactive exercises for learning German, were presented,
students liked the active engagement they offered. They appreciated the opportunity to participate actively in the
learning process and also enjoyed the ability to create their own learning apps.
In general, students found it problematic that none of the evaluated resources clearly indicated their level
and learning content. This lack of clarity makes it challenging to search for specific online resources based on
desired proficiency level, vocabulary, or grammar. Moreover, they noticed a scarcity of resources tailored
specifically to Indonesian students. This poses a particular challenge for beginners, including those who have not yet
learned English. One student succinctly summarized the desired qualities of online resources as follows: "Resources
should be free, visually appealing, and easy to comprehend."
4.4 Impressions from participative observation
Based on the observations made by lecturers at Austrian universities, it is evident that some students have limited or
varied digital skills and technical capabilities. Certain students encountered difficulties when it came to sharing
presentations or utilizing the microphone, while others experienced unstable Internet connections. The discrepancies
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in digital skills were particularly noticeable during a presentation on a specific free online course offered on the
iMooX.at platform. One group struggled with the registration process, whereas another group found it to be
effortless. Interestingly, students were observed using additional communication channels alongside the chat feature.
They utilized automatic translation tools to understand the lecturers' questions (as the lesson was conducted in
German) and coordinated among themselves to determine who would respond to the next question.
5. Discussion
As of November 2022, the utilization of video conferencing tools and online resources for learning German is not
yet a familiar and everyday experience for the students at Universitas Negeri Malang. However, their usage is
indispensable for their studies. This conclusion can be drawn from the survey responses, where only a maximum of
one-third of the participants in each of the three groups reported using online resources several times a week for
learning German. Additionally, the collective compilation of resources and the feedback received from the students
indicate that there are indeed interesting and beneficial resources available. However, there is a lack of
uncomplicated and user-friendly resources that specifically cater to the students' immediate needs, such as
vocabulary training or specific aspects of grammar that would directly support their studies. This shortage of
suitable resources may indirectly reflect the students' inclination towards a more formal and structured approach to
education (Wang & Chen, 2020).
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