Abschlussarbeiten

Bei Interesse an einer Abschlussarbeit wenden Sie sich bitte an Herrn Schmidt.

2026

Cansu Dursun (2026) „The Relationship Between Foreign Language Anxiety and Seventh Grade EFL Students’ Preferred Oral Corrective Feedback Timing: A Survery-Based Study" (M.Ed., Zweitgutachten)  

2025

Voigt, Antonia Luise (2025) “Learning through Streaming: Investigating Netflix as a Medium for Transcultural Education in EFL Contexts” (B.Ed.)

Höner, Béatrice (2025). „Education for Sustainable Development in the Teaching of English as a Foreign Language: A comparison between Sweden and Germany“ (M.Ed. , Ersbegtuachtatung)

Bistry, Leonie (2025). Primary School EFL Students’ Preferences for Oral Corrective Feedback Types: A Questionnaire-Based Study Focusing on Phonological Errors (M.Ed., Zweitgutachten)

Fischer, Lilli (2025). „Enhancing Speaking Skills through Chatbot Support: Opportunities and Limitations of AI-Based EFL-Speaking Practice“ (B.Ed.)

Mia Cara Schaper (2025). „Exploring the Usage, Benefits, and Challenges of Generative AI in Lesson Planning for Primary School EFL Instruction: A Vignette-Based Qualitative Study of Pre-Service and Expert Teachers“ (M.Ed.)

Petersen, Johanna (2025)  “Name-Supported Identity Shifts in Young EFL Learners – A Qualitative Analysis of First-Language and Foreign-Language Identities in Autobiographical Narratives” (M.Ed.)

Catharina Grassau (2025). “CLIL als methodischer Zugang in der Einzelhandelsausbildung: Eine qualitative Interviewstudie zur Übertragbarkeit des Ansatzes” (M.Ed)

Carolin Sophie Tillner (2025). “Different Types of Written Corrective Feedback - A Comparison Between Corrections of Teachers and Student Teachers” (M.Ed.)

Tuffuor, Larissa (2025) “Language, Identity, and Belonging: Integrating Heritage Languages in German Schools through the Lens of Swedish Practice (B.Ed.)

2024

Özüm Meryem Bozdag (2024): „Breaking the Silence – Understanding Speaking Anxiety in the EFL Classroom and Overcoming it with Drama-based Pedagogy“ (B.A.)

Catalina Bollmann (2024): „Enhancing EFL Learning through Netflix: Opportunities and Strategies for Effective Language Acquisition“ (B.A.)

Lara Heumann (2024):"Exploring Critical Environmental Literacy through Picture Books in the EFL Classroom Using 'How to Say Hello to a Worm' by Kari Percival to Foster Environmental Awareness" (B.A.)

Kraus, Lilli (2024): "Multilingualism as Support for Language Learning in the Context of German Primary EFL Classrooms" (BA)

Straatmann, Pia Keana Mea (2024):"Musical Approaches to Foreign Language Learning in Primary School" (BA)

Friedrich, Melina Serana (2024): "App-Supported Vocabulary Learning for Young EFL Learners - An Analysis of the Interactive Game and Learning World Niki in Edurino" (M.Ed.) DOI: 10.48548/pubdata-1370

Barthel, Alena (2024): “Out-of-school English as a Foreign Language Learning through Digital Gaming – An Interview Study with Gamers”“Out-of-school English as a Foreign Language Learning through Digital Gaming – An Interview Study with Gamers” (M.Ed.)

Karrasch, Maja Lisa (2024): "Representation Matters! - How Representation of Queer Identities in EFL Material Supports LGBTQIA+ Inclusion in the EFL Classroom" (BA)

Aref, Laura & Zschage, Mailin (2024): “From EFL Teacher to Gamemaster: A Mixed Method Study of Changing Roles in an EFL Escape Room for German Fourth Grade Students” (M.Ed.)

Schnettberg, Lennart (2024; TU Dortmund) Zweitgutachten: „Exploring the Educational Potential: Integrating Esports for Inclusive Learning in School Curricula“ (B.Ed.)

Kuntze, Kristina (2024) Zweitgutachten: “Enhancing Vocabulary Acquisition in Early Second Language Learners through Oral Corrective Feedback: A Qualitative Study“ (M.Ed.)

Steiner, Kim Carina (2024): „Corrective Feedback in Digital EFL Speaking Practice – A Qualitative Analysis of AI-Generated Feedback in the App ChatClass” (M.Ed.)

2023

Schaper, Mia Cara (2023). Refuge and Multilingualism in the EFL Primary Classroom – Potentials and Challenges, Zeitgutachten (BA)

Arslan, Kadir Daniel (Major Digital Media) (2023). The State of Playing German Education – Between Gamification and Games for Learning,  Zweitgutachten (BA)

Köhler, Cindy (2023). The Effectiveness of “Ready, Set, Travel!” A Mixed-Methods Approach to Explore the Development of Verbal Interactions of Ninth Grade EFL Students Through the Educational Game “Ready, Set, Travel! [MEd]

Wendt, Pia/Hoffmann, Julia Madeleine (2023). Developing a Gamified Reading Comprehension Task For a Year Six Secondary EFL Classroom to Foster Reading Motivation: A Design Based Research Approach (M.Ed.)

Suhr, Marie Christin (2023). Incidental vocabulary learning through a Virtual Reality-based app - an exploratory analysis of learning English with BBC Earth: Life in VR. (M.Ed).

Winzker, Meike Ariane (2023). In-Game Scaffolding vs. Pre-Game-Focus-on-Form Practice - Complexity and Correctness of Board-Game-Related English as a Foreign Language Usage in Fourth Grade of a German Primary School. (M.Ed.)

Rotermundt, Leonie (2023). Listening skills of first contact EFL learners and Tiptoi: A video-based explorative study of listening formats and processes with second grade primary school children. (M.Ed.)

Hochhaus, Aenne/Schier, Henriette (2023). The Escape-Game We love  NY Crime Story: A Mixed Methods Analysis of Verbal Interaction of 9th Graders in Game-Based English Learning. (M.Ed)

Höner, Béatrice Miria (2023). Tourette syndrome in the EFL class - an interview study from learner perspectives. B.A.)

2022

Haase, Laura Alicia/Schöllknecht, Paula (2022). Win the Game - Support the Skills: Investigating Scaffolding in a 4th Grade EFL Escape Game Setting. A Mixed Method Study About the Usage of
Different Ways of Scaffolding in Escape the Zoo with Focus on Supporting Speaking Skills [MEd]

Lienau, Marei (2022). Facilitating Oral Competences through Scaffolding in Role-Play - Forms and Effectiveness of a Mystery Dinner with EFL Secondary School Learners [MEd]

Morgenstern, Johanna (2022). Characteristics and Efficacy of a Game-Based Vocabulary Revision and Application Context – An Explorative, Qualitative Study of a Hybrid Escape Game for the Primary EFL Classroom
(MEd]

Rossa, Charlotte (2022). Developing Intercultural Competence with Picture Books: An Analysis and Didactic Proposal of the Picture Book All Are Welcome in the EFL Classroom [BA]

2021

Boy, Yane-Marie (2021). Den Rätseln auf der Spur – Qualitative Interviewstudie mit Expert*innen hinsichtlich der Chancen und Herausforderungen beim Einsatz von Escape Rooms im Unterricht [MEd]

Dobberfuhl, Bradley (2021). Improving sustainability knowledge and motivationsof the general public with entertainment board gamesThe effects of playing “Endangered” [BA]

Haghi, Jennifer (2021). Playful Communicative Tasks in a Primary EFL Escape Room Setting – An Explorative Study of Task Design and Effects on Language Learning [MEd]

Möller, Marina (2021). Die Reflexionskompetenz in Bezug auf Inklusion im Vergleich zwischen Lehrkräften und Lehramtsstudierenden des Fachs Englisch [BA]

Reich, Juliane (2021). Teaching Pronunciation in the EFL Classroom – Theoretical Approaches and Qualitative Analysis of Materials and Activities in two 5th Grade EFL Textbooks [MEd]

Steiner, Kim Carina (2021). Motivational aspects concerning the use of digital media in English classes - A questionnaire-based survey conducted on a ninth grade of secondary school [BA]

Treichel, Hannah Lena (2021). After the Pandemic is(n’t) Before the Pandemic - The Future Use of Digital Media in the Classroom and Increased Media Literacy of Teachers. An explorative qualitative interview survey of individual teachers using the example of TEFL [MEd]

2020

Büger, Lena/ Konow, Lena (2020). “What did you find there?” - An Examination of an Escape Room and its Contribution to Fostering Speaking Skills in English [MEd]

Bimkiewicz, Jana-Luise (2020). The Professional Competence of English as a Foreign Language Teachers regarding Plurilingualism within the Context of Global Language-Learning Processes [MEd]

Flothow, Caroline (2020). Förderung akademischer Schreibkompetenz von Lehramtsstudierenden des Fachs Englisch mit einem Selbstlern-Moodle Kurs – eine Fragebogenerhebung zu Nutzung und subjektiv wahrgenommener Wirksamkeit. [BA]

Gosewisch, Nele und Tautenheim, Jacqueline (2020). Picture Books in the EFL Classroom – An interview study with pre- and in-service teachers [MEd]

Grabengießer, Ines (2020). Inter- and Transcultural Communicative Competence in EFL Textbooks: A Qualitative Analysis of Select German Textbooks for the Primary School Classroom [MEd]

Holzhütter, Lennart/ Schmetzer, Laura Johanna (2020). Using Games in the Foreign Language Classroom - EFL Teachers' Self-Reported Attitudes and Practices [MEd]

Kassner, Jonna Charlotte/ Nonnenmacher, Lina (2020). Escaping Conventional EFL Teaching Methods: A Qualitative Video-Based Analysis of Verbal Learner Interactions in Relation to Different Task Designs in an Educational Escape Room Setting [MEd]

Schröder, Ole (2020). Welche Relevanz besitzt die Medienbildung in der wissenschaftlichen Lehrerbildung für die Lehrenden an berufsbildenden Schulen? [MEd]

Steinbiß, Emily Lucie (2020). Teaching Empathy through English Literature to Children on the Autistic Spectrum in the EFL Classroom [BA]

2019

Bartsch, Helene, Klusemann, Linda (2019). Fostering Plurilingual Identities in the EFL Primary School Classroom - An intervention study [MEd]

Büger, Lena (2019). Fostering Oral Skills through a Simulation Project - A discourse analysis of the project New York 2015. [BA]

Förster, Ann-Katrin (2019). Subject Specific Reasons for Disruptive Bahaviour in the Primary EFL Classroom - A Qualitative Interview Study among Primary School Teachers and Teacher Trainees. [MEd]

Gereit, Melanie Sabrina & Wucherpfennig, Svea (2019). German Primary EFL Teachers' Assessment and Feedback Practices - A Qualitative Interview Study. [MEd]

Goebel, Charlene (2019). Corrective Feedback in Mobile Language Learning Applications: How Do Users of M-Learning Apps Perceive the Quality of the Provided Feedback? [MEd]

Hautau, Hanna (2019). Using “Kahoot” to enhance Students’ Feedback towards their Teachers – An Intervention Study. [MEd]

Heinbockel, Paulina Sophie (2019). Vocabulary Learning through Storytelling with Picture Books in the Primary EFL Classroom – Theoretical Considerations and Practical Implications. [BA]

Petruschat, Dominik André (2019). A Design Based Study of Primary School Pupils' Perceptions of Differentiated Exercises in the EFL-Classroom. [MEd]

Wedemann, Sheba (2019). Teachers’ Differentiation and Individualization Practices in the Elementary EFL Classroom – An Explorative Interview Study. [MEd]

Yazdani, Rebecca (2019). English as a Gateway to Language and Culture: A Criteria-Based Analysis and Adaption of a Textbook Unit to Suit Multilingual Classroom Settings. [MEd]

2018

Beckord, Nadine und Schütter, Hannah Kristina (2018). Improving Quality and Quantity of Speaking Time in the Primary EFL Classroom - An Intervention Study. [MEd]

Borowski, Christin (2018). Das Unterrichtsfach Musik als Sachfachpartner in bilingualen Vermittlungssituationen. Eine qualitative Interviewstudie mit Grundschullehrkräften zum Lehr- und Lernpotential englischsprachigen Musikunterrichts. [MEd]

Boy, Yane-Marie (2018). Designing an UDL Based Classroom for Inclusive English Learning - Applying Theoretical and Historical Proposals on a Room Outline. [BA]

Guhl, Lena (2018). Differentiation and Linguistic Heterogeneity in the Primary EFL-classroom – Perspectives of English/German-bilingual Students in Individual Guided Interviews. [MEd]

Jähnke, Leon (2018). Once upon a time in an English as a foreign language classroom - Forms and function of story-based approaches.[BA]

Rieckmann, Christopher (2018). FIFA as an English Language Learning Tool - Developing German Pre-Service Teachers' English Language Skills through Videogames [MEd]

Schmidt, Katja (2018). Genderaspekte zum bilingualen Sachfachunterricht – Eine Analyse des Entscheidungsverhaltens zur Auswahl der bilingualen Sachfachangebote in der Sekundarstufe 1. [MEd]

Schmidt, Janina (2018). Ansätze der sozioökonomischen Bildung im Fremdsprachenunterricht - Eine Analyse des "U.S. Embasy School Election Project 2016". [MEd]

Schorr, Dorothee (2018). Intercomprehension in the Primary EFL Classroom as a Way to Raise and Foster Students' Language and Language Learning Awareness: EuroComGerm Applied to the Teaching and Learning of EFL in Primary School. [MEd]

2017

Bartsch, Helene (2017). Tertiary Language Learning: Theories Models and Processes. [BA]

Dedert, Ann Kristin und Reiserer, Rebecca (2017). Moving Up Inclusively? A Qualitative Interview-based Study among Primary and Secondary School Teachers on the Transition of Students with Special Educational Needs in the EFL CLassroom. [MEd]

Luther, Nicole und Schoppa, Saria (2017). Make It Your Exercise! A Qualitative Interview Study with EFL Elementary School Students as Co-Designers of an Exercise Focusing on Their Needs and Preference. [MEd]

Petruschat, Dominik (2017). Developing Critical Socio-Cultural Awareness in the EFL-Classroom with Video Production Projects. [BA]

Rautmann, Sina Laura (2017). SchulbegleiterInnen - Systematisch integriert oder fünftes Rad am Wagen? [MEd]

Tautenheim, Jacqueline (2017). CALL meets Dyslexia - A Criteria-based Analysis of the Learning Program 'Dybuster' [BA]

2016

Lasaki, Tina (2016). Developing Intercultural Competence through Serious Games in the EFL Classroom. [BA]

Newman, Meike (2016). Englisch an Fachschulen der Sozialpädagogik. [MEd]

Niemeier, Birte (2016). Systematically Linked or Separated by the System? The Transition from Primary to Secondary Level in the EFL Classroom in Germany - An Interview Study with 5th Grade Secondary School EFL Teachers [MEd]

Rieckmann, Christopher (2016). Learners as Raters - An Analysis of Peer-Review Processes in an App-Based Oral EFL Test Preparation Context. [BA]

Ringwald, Christine (2016). Identifying Difficulty-generating Factors in EFL Listening Materials and Exercises - An Interview-based Study among Professionally Experienced Teachers. [MEd]

Storto, Lana-India (2016). Vocabulary Learning - Development of a Criteria-based Check-List and Analysis of the Application Mingoville. [BA]

Truong, Ai Nhi (2016). Teaching Culture and Identity in the Primary EFL Classroom through the Picture Book Elmer by David McKee. [BA]

Wildner, Florian und Single, Kerstin (2016). EFL students' perspectives on effective vocabulary learning strategies - A questionnaire-based survey. [MEd]

Wucherpfennig, Svea (2016). The English Language as a Tool of Integration: Child Refugees in German Primary CLIL-settings. [BA]

2015

Elsholz, C. (2015). Attitudes and Experiences of Teachers with Migration Background in Culturally and Linguistically Diverse English as a Foreign Language Classrooms – An Interview Study.  [MEd]

Caglayan, B. (2015). "Give me my veil back!" Approaching Transcultural Awareness and Identity Through Persepolis.  [MEd]

2014

Henkel, F. J. (2014). E-Portfolio in the EFL Classroom - An Evaluation of E-Portfolio Tasks in Secondary School. [BA]

Horstmann, U. (2014). Storytelling as a Motivational Tool in EFL Learning Games for Beginners - An Analysis of "Squirrel & Bär". [BA]

Javaher, H. (2014). Learning Vocabulary Using the Duolingo Language Application. [BA]

Kielwein, C. (2014). Experiences and Attitudes of EFL Teachers Regarding Inclusion. An Interview-Based Study among Teachers at German Hauptschulen. [MEd]

Klaws, M. (2014). An Analyis of the Textbook Camden Market Junior 4 with Regard to Teaching ICC in Primary School. [MEd]

Lofink, A.-L. (2014). Digital Game-based Learning meets Vocabulary Learning - An Analysis of Mingoville. [MEd]

Raschke, F. (2014). ICC Simulation Projects in EFL Teacher Training - a Survey-Based Study of Student Perspectives. [BA]

Ringwald, C. (2014). Role Plays in the Primary English as a Foreign Language Classroom - An Interview-Based Study among Primary School Teachers in Lower Saxony. [BA]

Single, K. (2014). Teachers' Perspectives on Multilingual Learners in the EFL Classroom: An Interview Study. [BA]

Springer, A. (2014). Welcome on Board - Learners' Perspectives on the Effectiveness of Role Plays and Simulations in job-related Language Courses for Flight Attendants. [MEd]

Weselmann, T. (2014). Learning by Playing - Potential for improving reading skills by playing commercial videogames. [MEd]

Wildner, F. (2014). Intercultural communicative competence right from the start? An analysis of EFL textbooks for primary education. [BA]

Wrede, M. (2014). Evaluating Graphic Novels fo the Secondary EFL Classroom - Potentials, Criteria, Competences, Examples. [MEd]

2013

Baaß, J. (2013). The U.S. Embassy School Election Project 2012: Exploring Intercultural Learning Processes in a Web-Based EFL Project. [BA]

Birkner, L. (2013). Teaching Rap Culture in the Secondary EFL CLassroom: Approaches, Challenges and Chances. [MEd]

Caglayan, B. (2013). No worries, we only eat cats – A Film-Based Approach to Teaching Intercultural Competences Through Gran Torino. [BA]

Cohrs, L. (2013). Text Types for EFL Learners in Textbooks for Early Learners - An Analysis of the Textbook Camden Market Junior. [BA]

Elsholz, C. (2013). Multilingualism Counts! – Using Skills Learned from L1 and L2 Acquisition to Facilitate Third Language Learning. [BA]

Fischer, N. (2013). DaZ-Förderung = Deutschförderung? Mehrsprachigkeit im Unterricht nutzten – das europäische Sprachenportfolio im Englischunterricht der Grundschule als Brücke zwischen den Sprachen. [BA]

Jahnke, A. (2013). Education for Sustainability as a basic concept for English classes. [MEd]

Kikwitzki, J. (2013). I will be happy if you will answer me - Creating Authentic Communicative Communication in the EFL Classroom. [MEd]

Kuhnert, D.-F. (2013). Interactive and communicative? An analysis of tasks and exercises in the “Camden Town Interaktive Whiteboard Software 1”. [MEd]

Lofink, A. L. (2013). Listening to the Hand Puppet – Processing Oral L2 Input in the Primary EFL Classroom. [BA]

Müller, A.-S. (2013). Learning English with How I Met Your Mother. Learner Perspectives on a TV-Series Based Online Course. [Med]

Petersen, L.-S. (2013). Learner-Perspectives on Content and Language Integrated Learing - An Interview Study with Secondary School Students. [BA]

Sazkeser, S. (2013). Webbasiertes Lehren und Lernen zwischen Bildungsidealen, politischen Forderungen und Sicherung wissenschaftlicher Praxis. [BA]

2012

Böttcher, H. (2012). Individualisierung und Differenzierung im Englischunterricht – eine Lehrwerksanalyse. [BA]

Drünert, H. (2012). Teaching Listening and Viewing in the EFL-Classroom – an Analysis of Exercises and Materials in the Audio/Video-Sampler. [BA]

Ebke, J. (2012). Potenziale und Grenzen der Entwicklung interkultureller kommunikativer Kompetenzen auf Studienfahrten am Beispiel der Hastings-Fahrt der KGS Stuhr-Brinkum. [MEd]

Kikwitzki, J. (2012). No Child Left Behind – Promises, Problems, and Possibilities. [BA]

Mähl, A. (2012). Weblogs on Young Adult Fiction at Secondary School and their Effect on Reading and Writing Processes. [MEd]

Muderack, K. & Skupin, M. (2012). It’s a tag question, you know? A corpus-based analysis of the tag “you know” in Irish English. [MEd]

Rahe, M. (2012). Analyse des Lernprogramms Playway 3 – Mediengestützte Schulung des Hör- und Hör-/ Sehversestehens im Englischunterricht der Klasse 3. [MEd]

Schmitt, A. (2012). Staging Foreign Language Learning in the Primary EFL Classroom – an Analysis of the 2012 Canada Simulation Project.  [BA]

Soltau, M. (2012). Promoting Intercultural Learning through the Simpsons. [BA]

Toksoy , S. (2012). Irish Women by Irishwomen. Analysis and Contextualization.  [MEd]

Wrede, M. (2012). Differentiating Listening Activities in the EFL Classroom (Year 10 Realschule) – The Use of Podcasts. [BA]

Yazdani, E. (2013). From Bilingualism to Tertiary Language Learning - Characteristics, Processes, Potentials. [BA]

2011

Born, F. (2011). Interkulturelles Lernen durch Storytelling mit Fokus auf Südafrika – Möglichkeiten und Grenzen des Einsatzes des Picture Books Ashraf of Africa im Englischunterricht. [BA]

Botz, L. (2011). Lesen im Englischunterricht der Grundschule – Ein Aktionsforschungsprojekt zum Schriftsprachenerwerb am Beispiel von „The Gruffalo“. [MEd].

Caglayan, C. (2011). The Absolutely True Diary of a Part-Time Indian – Theoretische und praktische Überlegungen zum Einsatz von Young Adult Literature für das interkulturelle Lernen im Englischunterricht der Sekundarstufe 1. [MEd]

Engelmartin, L. (2011). Schülerinnen und Schüler aus Migrantenfamilien im Englischunterricht – Theoretische Grundlagen und Erfahrung aus der Praxis. [MEd]

Heese, S. (2011). School Desegregation and the Story of Ruby Bridges – Intercultural learning through picture books in the foreign language classroom. [MEd].

Jahnke, A.K. (2011). Differenziertes Hör- und Sehverstehenstraining durch YouTube-Videos im Englischunterricht in der Sekundarstufe 1 – Möglichkeiten und Grenzen. [BA]

Kuhnert, D. (2011). Projektarbeit 2.0 – Möglichkeiten und Grenzen der internetbasierten kooperativen Projektarbeit am Beispiel der Lernplattform eTwinning. [BA]

Muderack, K. (2011). ICC in English Textbooks. [BA]

v. Kalben, L. (2011). Immersion auf dem Prüfstand. Eine vergleichende Untersuchung zur englischen Sprachkompetenz von Grundschülern am Ende des 3. Lernjahres (Immersion vs. Fremdsprachenunterricht ab Klasse 1. [MEd]

Weidler, U. (2011). Interkulturelles Lernen im Fremdsprachenunterricht in der Grundschule: Frühe Förderung durch Bilderbücher. [BA]

Wentlant, A. (2011). Drama-based Activities im Englischunterricht – Theoretische Grundlagen und Analyse eines Realschullehrwerks für die Klasse 7. [MEd]