Browsing by Author "Tapper, Albin"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Chatting by the Coffee Machine. A Qualitative Study of Informal Language Learning in the Workplace connected to the EFL-Classroom
    (2025-07-29) Tapper, Albin; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
    One challenge the Swedish upper secondary EFL-classroom faces today is students suggesting they learn English better outside of school than inside. The reason often given for this is that English is viewed as boring and inauthentic. This study investigates perceptions and experiences on informal language learning of former EFL-students now working in international environments. These insights are then reflected by the participants in contrast to their formal English education. Utilizing interviews, the results highlight participants’ felt formal education failed to prepare them for using English in real-life contexts. The source of the issue is suggested by the participants to relate to a lack of authentic and communicative practices in the classroom. This correlates with a growing body of research on the area. Based on these reflections, in connection with previous research on benefits of informal language situations and theoretical framework by Byram (1997) and Vygotskij, cited in Säljö (2020), the study proposes a classroom activity that bridges the gap between informal and formal language learning. Furthermore, a pedagogical model on how to integrate communicative competence individually and gradually is presented. The study concludes that blending informal inspired communicative classroom practices with formal instructions could be beneficial for stimulating confidence, motivation, purpose and relevance.
  • No Thumbnail Available
    Item
    Exploring the Integration of Artificial Intelligence Tools in English as a Foreign Language (EFL) Pedagogy. A Literature Review
    (2024-01-18) Andersson, Rasmus; Ringhagen, Axel; Tapper, Albin; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
    The introduction of artificial intelligence (AI) tools in schools has sparked a polarised debate about its negative impact on critical thinking, plagiarism, and problem-solving skills. Future educators will be affected by the tools, prompting this thesis to explore their potential benefits and challenges through a literature review. The main focus is particularly on its implementation in the English as a Foreign Language (EFL) classroom aiming to provide a balanced perspective in light of the rapidly evolving field of AI-powered education. By gathering data on empirical studies done in the EFL classroom where AI was used, two main skills were identified and focused on: writing and speaking. The results highlight both concerns and possibilities. The main concerns regard students’ overreliance on the tools, inaccuracies of tools, a lack of personalization, cultural bias, and potential issues of privacy. The possibilities include maximising time efficiency for teachers, lowering anxiety for students connected to performance, making education more equal for all students, and enhancing students’ proficiency through effective feedback and assessment. The interpretation of the results indicating whether AI is seen as a possibility or a concern seems to depend on the teacher using the tool. Preconceived ideas, education, and experience are background factors if the teacher successfully implements the tools. Most educators agree that a balanced approach is the way forward using the tools. To ensure the balanced and effective use of AI tools in the classroom, appropriate guidance is essential. The results of our review show further research needs to be done, for example on the accuracy of the tools, to maximise its use for students' and teachers’ benefit.