EFL Education - Prof. Dr. Eva Wilden
Eva Wilden is Professor of English as a Foreign Language (EFL) Education. Her research interests include empirical research on primary and secondary EFL education, inclusive foreign language education, culture and language education, digitalization and language learning as well as EFL teacher education. Before coming to the University of Duisburg-Essen, Eva Wilden was full professor of EFL education at the University of Vechta as well as junior professor at the Universities of Bielefeld and Bochum. She had further research positions at the universities of Frankfurt (PostDoc) and Kassel (PhD). Eva Wilden has also worked as a secondary school teacher of EFL, History as well as CLIL History in both Germany and England. She studied English and History at the University of Essen, the Educatieve Fakulteit Amsterdam/NL and the University of Sunderland/GB and completed the Postgraduate Certificate in Education (PGCE) in Nottingham in 2008.
The TEPS study explores the conditions and outcomes of primary EFL education in two different federal states with different ages of onset, North Rhine-Westphalia and Lower Saxony. It is a cross-sectional study in two federal states testing the receptive EFL proficiency of primary learners’ with different ages of onset at the end of year 4. Furthermore, both learners and primary EFL teachers were surveyed regarding further variables. For the main study in data was collected among 770 primary learners and 844 primary EFL teachers in summer 2017 (pilot study: summer 2016)
The I-TEPS study evaluates the inclusive EFL (English as a foreign language) education at a special educational needs (SEN) school, the Kardinal-von-Galen Haus (KVG) in the German federal state of Lower Saxony. KVG is a SEN school with a special focus on physical and motor disabilities and implements inclusion ‘the other way round’ by admitting non-SEN children to its primary branch. For the cross-sectional study (control group design) the receptive EFL skills of non-SEN learners attending KVG were tested at the end of year 4, shortly before leaving the school to continue their (regular) schooling at secondary level. These proficiency scores were compared to those of primary school children who had attended regular non-SEN primary schools in the same federal state.
Fremdsprachenforschung als interdisziplinäres Projekt. Kolloquium Fremdsprachenunterricht. Berlin: Lang. https://doi.org/10.3726/b15580
Wilden, E. & Porsch, R. (Eds.). (2017). The professional development of primary EFL teachers. National and international research. Münster: Waxmann.
Porsch R. & Wilden, E. (2017). The development of a curriculum-based C-test for young EFL learners. In J. Enever & E. Lindgren (Eds.), Researching the complexity of early language learning in instructed context (pp. 289-304). Clevedon: Multilingual Matters.
Professor/in, Anglistik: Didaktik des Englischen - EFL Education