Browsing by Author "Skoglund Olsson, Jakob"

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    Computer-Based Versus Pen-Based Testing. An Experimental Study of Reading Comprehension and Essay Writing in Swedish Lower Secondary School
    (2024-05-06) Skoglund Olsson, Jakob; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
    The Swedish government has made significant efforts to introduce digitalization in schools, including national tests. However, research has highlighted negative effects of digital testing on reading comprehension and understanding. Adding to this, recent research presented by Skolverket (2023), shows that, during this period, a concerning decline in reading comprehension test scores among Swedish students has occurred, with no mention of digitalization as a possible explanation. Based on these findings and the existing knowledge gap regarding the impact of digitalization, this study aims to investigate the differences between computer-based and pen based tests in terms of student performance and preferences. The study was conducted at a highly digitalized lower secondary school in Sweden where two different classes participated in two tests: one on the computer and one using pen and paper. The tests were analyzed and compared by using average scores, the Flesch Kincaid readability test, LexTutor, as well as a manual analysis. Generally, the students performed better on the computer-based test, except for girls who produced slightly more complex texts with pen and paper. Additionally, a questionnaire revealed that most students preferred using a computer in test situations. However, the results may have been impacted by small group sizes and the high use of computers at this school. Furthermore, long-term research and a larger sample is necessary to examine the impact of computers on learning and to identify the best test format.
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    A Literature Review of the Barriers and Attitudes Towards ICT Integration in the EFL Classroom
    (2022-08-03) Andersson, Martin; Skoglund Olsson, Jakob; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
    The use of information and communication technology (ICT) has become more widespread in all areas of the world which has made it more relevant to use ICT in schools as well. Therefore, it is important to understand what barriers can block the integration of ICT in the English as a foreign language (EFL) classroom. This literature review aims to investigate what types of barriers hinder teachers from using ICT in the EFL classroom. Simultaneously, it aims to investigate what types of barriers and factors teachers perceive stop them from integrating ICT in their teaching, as well as the effect they have on teachers’ attitudes towards ICT integration. The review includes 11 contemporary studies from various parts of the world. All the included studies were published between the years 2016–2022. Nine main factors have been found, infrastructure, time, training, support, confidence, competence, resistance to change, perceptions and demographics, which acts as barriers affecting teachers’ perception and attitudes regarding the integration of ICT in the EFL classroom. Although the research in this review is rather unanimous there are some studies that point to the contrary regarding the effect age, gender, time and experience has on the integration of ICT in the EFL classroom.