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Teaching English in Multilingual Classrooms. A Swedish Case Study
(2025-07-29) Bergman, Malin; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
As recognized by the European Council back in 1995, multilingualism is on the rise of the movement of people across the continents and there is a growing need for the knowledge of several foreign languages to meet the demands of the global society. In Swedish upper secondary schools, one third of students are of immigrant backgrounds and often have several languages besides Swedish in their repertoire. While scholars recognize that students’ background languages should be incorporated in the EFL classroom, there is a lack of relevant research and educational policy documents that can guide Swedish EFL teachers in multilingual contexts, and they need to find their own solutions. The exploratory case study examines a group of multilingual learners of immigrant backgrounds in an English course 6 and investigates how the teaching and learning context looks like in their classroom. The observation and interview data demonstrated that a positive classroom climate and a supportive teacher role were significant aspects of the case. Potential challenges that arose in the data were the students’ reactions to the Swedish educational system, a greater need for more explicit language knowledge for teachers as well as strategies for managing heated discussions in the classroom. Additionally, while there were positive attitudes toward multilingualism there were uncertainties in how the teacher and the students should work with background languages in the EFL classroom. The findings suggest that more work is needed in research, national educational policies, and teacher training programs to support the teaching and learning of English in multilingual settings.
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.
Human Adaptation vs Machine Consistency. A Comparative Study of AI-Generated Feedback and Student-Teacher Provided Feedback in an Upper Secondary School Context.
(2025-07-29) Ringhagen, Axel Filip; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
This study explores AI-provided feedback on written essays in the English as a foreign language (EFL) classroom, comparing it to student-teacher provided feedback. In light of increasing teacher workloads, growing class sizes and the time-consuming aspect of providing written corrective feedback (WCF). AI-tools like ChatGPT, with the ability of providing feedback in seconds, could provide a solution. As AI integration in the field of education expands, understanding its pedagogical implications becomes increasingly crucial. Despite growing interest, limited research has been done on integration of AI-generated feedback in a Swedish upper secondary school in a context. The aim of this research is to evaluate and compare the areas of focus and amount of feedback provided by ChatGPT and comparing it to student-teacher provided feedback. The data used for this study are essays written by 14 upper secondary students. Findings focused on four main eras, feedback on language, structure, content and what the grades given. A qualitative content analysis was conducted, using typologies from Sheen (2011) and Ferris (1997) to define and categorize feedback. The findings suggest that ChatGPT is a capable provider of feedback, delivering structured and consistent feedback. However, ChatGPT lacks adaptability and social and contextual awareness. The study suggests that ChatGPT can assist teachers with providing feedback on written texts, but preferably on non graded assignments.
Herausforderungen und Förderungsmöglichkeiten legasthener SchülerInnen im schwedischen Deutsch-als-Fremdsprache-Unterricht. Erfahrungen und Auffassungen der Lehrkräfte
(2025-07-29) Bark, Andreas; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Diese Studie, in der 12 schwedische DaF-Lehrkrafte teilnahmen, fokussiert die Herausforderungen schwedischer legasthener DaF-SchulerInnen, die Voraussetzungen zur Forderung dieser SchulerInnen im Unterricht und die Unterrichtspraktiken der Lehrkrafte. Mithilfe eines Fragebogens wurden die Erfahrungen und Auffassungen der Lehrkrafte eingesammelt und danach analysiert. Die daraus folgenden Ergebnisse wurden mit vorliegender Forschung verglichen. In erster Linie zeigen die Resultate eine erwartete allgemeine Benachteiligung legasthener SchulerInnen gegenuber ihren nicht legasthenen MitschulerInnen, vor allem bezuglich des schriftlichen Vermogens, des Lesevermogens und Prufungssituationen. In Bezug auf Forderungsmaβnahmen wurden gute Voraussetzungen fur ressourcenschonende Einsatze und den Einsatz des Computers festgestellt. Die Forderung durch langere Zeit, digitale Hilfsmittel und multimodale Herangehensweisen wurde von den Lehrkraften bevorzugt. Kleine Studien wie diese ermoglichen unwahrscheinlich sichere Schlussfolgerungen aber konnen als Wegweiser fur weitere Forschung dienen.
What Makes Students Speak? A Quantitative Study of Situational Willingness to Communicate and the Role of Extracurricular English
(2025-06-17) Lyttkens, Agnes; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The present study explores Swedish upper secondary students’ Situational Willingness to Communicate (WTC) in English, focusing on the classroom environment and the potential influence of Extracurricular English (EE). While previous research often emphasizes long-term or trait-like predictors of WTC, this study draws on Kang’s (2005) situational model to examine how immediate classroom conditions and the psychological antecedents security, excitement, and responsibility, shape students’ Situational Willingness to Communicate. Using a quantitative design, data were collected through a questionnaire distributed to 90 students across two schools. The survey measured Situational WTC, EE engagement, and motivational orientation. Results suggest that students are more willing to communicate in the target language in environments characterized by supportive relationships, small group settings, and engaging topics. EE activities, particularly writing in English, showed weak but statistically significant correlations with classroom WTC. Instrumental motivation also correlated weakly with certain WTC variables, suggesting that students with future-oriented goals may respond positively to teacher encouragement and structured environments. These findings highlight the importance of emotional safety, meaningful content, and student motivation in promoting WTC. Findings also underscore the teacher’s key role in shaping classroom dynamics. The study concludes with pedagogical implications for differentiated instruction and suggests directions for future research, particularly in the Swedish context where WTC is still underexplored.
The Relationship Between EE and the Ideal L2 Self in Swedish Upper Secondary Students
(2025-06-17) Granlund, Ida; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Since the late 2000s, there has been a great surge of research in the field of EE (Extramural English), examining what activities students engage in and how additional exposure to English outside of the classroom affects their proficiency. Similarly, the aspect of motivation in language learning has also become a relevant field of study, using concepts such as the ideal L2 self to explain how students’ future visions of themselves as competent L2 speakers motivate them to excel. There is, however, a lack of research investigating how these two relevant fields intersect. To aid filling this gap, this study examined the relationship between both receptive and productive EE (Extramural English) and the ideal L2 self in Swedish upper secondary students. Additionally, the students’ EE engagement and ideal L2 selves were compared to their self-reported language proficiency in English. Data were collected through a questionnaire to two upper secondary schools in western Sweden. Results showed that students perceived themselves as proficienct in English, participated regularly in EE, and had strong ideal L2 selves. More positive and significant correlations were found between receptive EE activities and aspects of the ideal L2 self, however the correlations found between productive EE and the ideal L2 self were stronger. Students’ self-perception of their proficiency correlated stronger to their EE engagement and ideal L2 selves than their self-reported grades. The study highlights the intricate relationship between students’ motivation and their language learning practices as well as the need for more research in the field.
Attitudes Towards International English Accents. An Experimental Study in a Swedish Lower Secondary School Setting
(2025-06-17) Wentzel, Anna; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
With the continuing globalisation of the English language, both standard and non-standard accents are increasingly heard in both personal and public communication, shaping perceptions of speakers. The present study examines Swedish secondary school students’ attitudes towards various English accents, including both standard varieties (American, British and Australian) and international non-standard accents. Given that research has shown that student attitudes significantly impact academic performance, this paper applies the theoretical framework of learner perception as an analytical lens, connecting this topic to a pedagogical perspective. Using an experimental verbal guise test and a questionnaire, participants evaluated voice samples representing various English varieties. The findings revealed a preference for the standard accents, with American and Australian speakers perceived as the most intelligent and likable by participants, while Russian, Italian, and Kenyan/Angolan varieties received lower ratings. Furthermore, gender, linguistic background and exposure to various accents appeared to influence bias, with female and multilingual participants, as well as those reporting regular exposure, generally providing higher ratings. Additionally, familiarity and certainty in identifying an accent’s origin were factors that generally promoted positive evaluations. Cultural notions were also significant contributors influencing perceptions towards non-standard accents. Finally, students confident in their own English accents tended to provide higher ratings, compared to their less confident counterparts, which may have implications in a pedagogical context. These findings highlight the importance of positive exposure to linguistic diversity and a need to promote awareness of unconscious linguistic bias. Further research is needed for a deeper understanding of the underlying mechanisms shaping perceptions of accents.
Braiding Words and Nature. Incorporating Eco-Centric Literature in the EFL Classroom
(2025-06-17) Gille, Emelie; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Integrating eco-centric literature in English as a foreign language (EFL) education could be considered beneficial as it has the potential to develop students’ language proficiency while exposing them to ecocentric perspectives which challenge mainstream discourses promoted by Education for Sustainable Development (ESD). This qualitative case study has, therefore, examined students’ perceptions of local surroundings and attitudes towards environmental responsibility, and analysed whether their pre-reflections differ from their post-reflections and in what way. The research drew on data collected from sixteen student logbooks in the course English 6, and the study was conducted during a three-week period in an upper secondary school in south-west Sweden. Results showed that students’ awareness about their surroundings, to some extent, was heightened after the project, and that students’ attitudes towards individual and collective environmental responsibility also changed to a certain degree. Nevertheless, multiple responses also reflected more passive attitudes, and the literature used for the study seemed to have little immediate effect on these students. Still, the findings underscore the potential of integrating ecocentric perspectives and illustrate the importance of implementing them to a larger degree in ESD.
Tales of Cities: Using Literature to Bridge Cultures. A qualitative study on students’ intercultural competence development through literature
(2025-06-16) Tannira, Ragda; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The world has become a diverse small village where members of different cultures interact in different disciplines to develop this village. Multiculturalism has become a new characteristic of modern societies. Therefore, the development of intercultural competence emerges as a necessity for communication enhancement between members of different cultures. This necessity emphasises the role of education in developing this competence in future generations. In language teaching, it is argued that literature is a suitable material to develop intercultural competence due to its ability to broaden students’ worldviews. In this sense, understanding students’ perspectives of this process is a crucial factor to improve educators’ methods and approaches to manage cultural differences in literary texts. This study aimed to investigate students’ attitudes toward using literature to develop their intercultural competence by interviewing six upper secondary school students. The results showed that students’ intercultural competence has been enhanced through encountering new ideas and perspectives in literature. Through internalising these new ideas and perspectives and comparing them to existing ones, students developed a critical view of various cultures, including their own. Moreover, literature increased students’ openness and curiosity to learn about new cultures. Furthermore, the teacher and the activities used in combination with reading played a vital role in helping students realise and overcome cultural differences. The results also indicated the need for further research investigating the influence of literary genres and teaching methods and approaches on students’ intercultural competence development from their perspectives.
El potencial de la poesía como herramienta para la adquisición de vocabulario en ELE
(2025-06-11) Rojas, Camila; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Unlocking the potential of poetry as a pedagogical tool for vocabulary development in Spanish as a foreign language (SFL) remains a relevant question in language education. Despite concerns about its complexity, poetry continues to be recognized by scholars as a meaningful and authentic resource. This study explores the effectiveness of poetry-based instruction in promoting vocabulary acquisition among Swedish-speaking upper secondary students. Using a pretest-posttest design, students participated in a didactic intervention centered on the poem Versainograma a Santo Domingo by Pablo Neruda. The analysis focused on short-term receptive vocabulary learning, evaluated through translation tasks. Results indicate that the interventions made with poetry were just as or more effective than the traditional interventions applied. These findings contribute to the growing body of research supporting literature as a valuable tool in foreign language instruction and highlight poetry’s potential in enriching lexical competence within the SFL classroom.
Canciones y motivación en el aula de ELE
(2024-10-07) Aguayo Åkesson, Esteban; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The research study aims to describe whether songs, as authentic material, are a source of motivation for students under the learning process in the Spanish as Second Language (SSL) classroom. We also set out to investigate the effects that songs generate in learners during study sessions. We can argue that songs are a source of motivation in the SSL classroom. However, learning does not come by itself. The role of the teacher and the design of the teaching unit are important in order to achieve not only communicational competences, but also pedagogical goals in the linguistic area. It is a reality that music in the classroom generates an affective reaction, giving the chance to deliver the communicational input to the students. That is, an environment of relaxation, creativity and low anxiety level can be built, but a teaching strategy is necessary so that once the affective filter is present, the input can create a degree of knowledge either by its cognitive system or by the innate nature of learning of new expressions and therefore encourage the exercise of recall, memory and involuntary mental rehearsal. An important conclusion of our study is to observe that interest and pleasure have a positive relationship with the use of authentic material, that is, songs. It is also important to note that persistence is negatively related to pleasure and interest in the use of authentic material. However, when students experience a high level of stress, the persistence increases. In other words, we can affirm that extrinsic motivation has a negative relationship with intrinsic motivation in the SSL classroom.
Students’ Experiences of Summative Oral Assessment. An Investigative Mixed-Method Study of Swedish Upper Secondary School Students’ Experiences
(2024-09-17) Nilsson Rådeström, Alicia; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
In recent years, there has been a significant emphasis on assessment for learning and formative assessment in pedagogical contexts, often overshadowing the importance of summative assessment. However, summative assessment remains a vital part of the English learning classroom and our school system. Yet, it has received an unjustified bad reputation. Additionally, foreign language anxiety can complicate the assessment of speaking ability. Given the lack of research on students’ perspectives of summative assessment, understanding their experiences of oral summative assessment is of significance to review in-depth. This study explored students’ past experiences of oral examinations through questionnaires and interviews, conducted with three classes at an upper secondary school in Sweden. Participants answered questions regarding how different oral assessment examinations affected their feelings, how their feelings affected their performance, and whether their speaking ability was accurately reflected. The findings indicate that EFL learners often experience nervousness, stress, and discomfort during oral examinations, with some reporting anxiety. Speeches, debates, and oral presentations had the most negative impact on participants’ feelings. Conversely, conversations and digital examinations were perceived as encompassing less pressure. Factors such as discomfort with conversation partners or speaking in front of a large audience negatively affected students during oral examinations. Increased practice and exposure to oral examinations were identified as potential strategies to help students overcome their negative feelings. It is concluded that teachers should carefully consider how to implement various oral assessment methods without compromising validity and reliability. Emphasizing a supportive learning environment where students feel secure expressing themselves in English is crucial.
¿Vocabulario y gramática en los textos literarios en el aula de ELE? Entrevistas con profesores de español sobre la influencia del vocabulario y la gramática en los textos literarios
(2024-08-20) Axelsson, William; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Tidigare forskning visar på att faktorerna vokabulär och grammatik gällande spanskspråkig skönlitteratur i klassrummet inverkar positivt på läsförståelsen. På Skolverket kan man läsa om att dessa faktorer är viktiga vid skönlitterär läsning på ett modernt språk, men det står dock inte ingående hur de påverkar läsförståelsen av spanskspråkig skönlitteratur. Forskningsfrågan handlar således om vilken inverkan, enligt fyra gymnasielärare, faktorerna har på läsförståelsen av spanskspråkig skönlitteratur. Vi gör fyra intervjuer med gymnasielärare i spanska steg 4 och steg 5. Vidare handlar syftet om att med stöd av tidigare forskning samt intervjuerna, försöka komma fram till på vilka sätt nämnda faktorer inverkar på läsförståelsen av spanskspråkig skönlitteratur. Resultaten visar på att de i likhet med tidigare forskning delar många åsikter, men de besitter även åsikter som tidigare forskning inte nämner. Vi tittar på tidigare forskning om vad faktorerna kan bidra med i den spanskspråkiga skönlitteraturen inom utbildningssammanhang samt Skolverkets artiklar och jämför sedan dessa med intervjuerna. Vår slutsats resulterar i att vi kan se både likheter och skillnader mellan tidigare forskning och intervjuerna. Dock behöver det forskas mer om faktorernas inverkan på läsförståelsen av spanskspråkig skönlitteratur i den svenska skolan.
Teacher Attitudes Towards AI Integration in the English Classroom
(2024-08-13) Rukiqi, Alma; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The purpose of this study is to explore teacher attitudes regarding the integration of artificial intelligence (AI) into English teaching classrooms. The data was collected by interviewing six English language teachers at a Swedish upper secondary school. The aim is to understand what attitudes they may have, if their knowledge of AI influences their attitudes, and how AI has changed teaching and assessment. The results of the study show that teachers have mixed feelings about AI integration, some are positive, some negative, but they all acknowledge that there could be benefits and drawbacks. According to the findings, teachers who have more knowledge about AI tools have positive attitudes, whereas teachers with less knowledge have negative attitudes. Furthermore, it seems that AI integration into the English learning classroom has more advantages than disadvantages, as long as it is used in an appropriate way. The study also found that teaching and assessment have changed drastically since AI tools like Chat-GPT became popular.
Exploring LGBTQ Integration: Challenges and Strategies for Swedish Upper-Secondary EFLTeachers. A Qualitative Study
(2024-08-13) Üye, Selim; Üye, Selim; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
This study investigates Swedish upper-secondary school teachers’ attitudes toward as well as challenges, and strategies when including LGBTQ topics in their EFL classrooms. The research questions addressed were: (1) What are EFL teachers’ attitudes towards including LGBTQ topics in the EFL classroom? (2) What challenges do EFL teachers face when integrating sexual identities beyond heteronormativity in the EFL classroom? (3) How do EFL teachers navigate the challenges of including LGBTQ topics in the EFL classroom through their strategies and approaches? (4) What kind of support do EFL teachers need to integrate LGBTQ topics into the EFL classroom? The method used in this study was semistructured interviews conducted with five EFL teachers. The results indicate that teachers generally have a positive view of including LGBTQ topics, driven by personal values and experiences. However, they encounter challenges such as student prejudices, limited resources, and insufficient institutional support. Teachers employ various strategies to address these challenges, such as using literature, films, and gender-neutral language to create an inclusive classroom environment. The study highlights valuable insights into EFL teachers’ experiences and needs, emphasizing the importance of institutional support and professional development in creating an inclusive classroom. The findings highlight the need for further research to determine if the study’s conclusions can be broadly applied.
Critical Literacy in Swedish EFL-Classrooms. Exploring Teachers’ Attitudes Towards the Effectiveness of Critical Literacy Approaches in Enhancing Reading Comprehension
(2024-06-19) Ankarlund, James; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The study investigates teachers’ attitudes towards effectiveness of critical literacy approaches in fostering reading comprehension when using fiction in teaching EFL. It also investigates if and how critical literacy is implemented in other parts of education. Critical literacy encourages teachers and students to challenge and rethink the existing norms and structures of society in different aspects of everyday living, fostering an indispensable skill in the process. There were 46 participants taking part in the study, which was conducted using a questionnaire using Microsoft Forms. Although previous research on this topic is limited, some previous findings have provided indications as to critical literacy’s effectiveness in fostering reading comprehension. The questionnaire consisted of ten questions in total, some were open-ended, while some were closed-ended. The age and years of experience among the participants varied widely. Most participants reported that they did find critical literacy helpful in fostering reading comprehension among their students. Many also felt that critical literacy was beneficial in other parts of teaching. However, some participants did not find critical literacy helpful in fostering reading comprehension. Given this study’s limited timeline and the apparent lack of previous research, not the least in a Swedish high school context, more research is needed to better understand the impact critical literacy has on students’ reading comprehension.
The Efficacy of Implicit Versus Explicit Spelling Instruction. A Study of EFL in the Upper Secondary School Classroom
(2024-06-18) Fälthammar, Jakob; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
English serves as an indispensable gateway for a multitude of professional opportunities and higher education courses. The ability to speak and comprehend English is often perceived as paramount; however, the skills of reading and writing in English are equally critical. A recent syllabus revision in Sweden has increased the demand for new methods for teaching these written aspects of language. This study focuses on the teaching of spelling in EFL education, and the method of an intervention study was used to compare the efficacy of implicit and explicit teaching of spelling with learners from Swedish upper secondary school. Half of the participants received explicit teaching in the form of a lecture on selected spelling rules in English while the other half received implicit teaching in the form of reading a text in which words that were connected to the selected spelling rules appeared. The results showed an increase in spelling ability in the explicit group and no overall change in the implicit group. The results of the latter group were however still better than the former group indicating that explicit teaching could be more effective for weaker spellers. How much the students of both groups improved varied by which extramural activities they spend time on, education level of their parents, first language, and gender. It is, however, not possible to draw hard conclusions based on these relations, due to a limited number of participants, leading to some categories only including 1 or 2 students.
“Learning Vocabulary is Just Hard Work”. A study of Swedish EFL teachers' perception of vocabulary teaching, how they teach vocabulary and the role of extramural English
(2024-06-14) Gustafsson, Erika; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
The aim of this study is to gain insight into how Swedish EFL teachers work with vocabulary teaching, their beliefs about motivation and the impact of extramural English on students’ vocabulary. So far, such research has been restricted primarily to non-Swedish settings. To fulfill the aim, a questionnaire was created and the answers were thereafter analysed. The results of this study show that the teachers in this study generally believe they have sufficient knowledge about vocabulary teaching. However, there are some discrepancies between the teachers’ beliefs and what research shows about e.g. the degree of vocabulary coverage needed for unassisted comprehension of a text in that the teachers e.g. underestimate the vocabulary needed. Furthermore, the results of this study show that the two most common methods of teaching vocabulary used by teachers are implicit teaching and online tools. The teachers participating in the study believed it is beneficial to be motivated but stress that students can still increase their vocabulary, through e.g. extramural gaming. Finally, the study accounts for pedagogical implications, such as the importance of teachers staying updated on research regarding vocabulary teaching. It also offers suggestions for further research such as using a higher number of participants in the study.
English Domination in Swedish Foreign Language Education. A Contrastive Analysis of Opinions From Students and Teachers Regarding English and the Modern Languages
(2024-06-13) Hedén, Samuel; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
Modern English stands as a global Lingua Franca, meaning it is the standard language for communication between speakers of differing native languages. This paper explores its dominant status in the world and impact on other languages in the field of foreign language education, and analyzes literature written on the topic of English linguistic dominance from different parts of the world. As this paper specifically addresses how English affects the Modern Languages in Sweden, research was conducted at a Swedish upper secondary school. The empirical data touches on the relationship between English and the Modern Languages, featuring questionnaires given to students and interviews held with teachers. The results from the questionnaires show that students tend to be comparatively less proficient in the Modern Languages and more motivated to study English, with few of them seeing purpose in committing to learn the Modern Languages. The answers from the interviews suggest that most students are unconfident and disinterested in the Modern Languages when compared to English, and that these factors decrease their motivation to study. By all indications, it seems that students do not apply themselves to the Modern Languages because they are confident that knowing English alone will suffice for their future. A number of possible solutions for this problem are presented and discussed, including promotion of the target language and culture in Modern Language classrooms, empowering the students’ identities as non-native speakers of English and the Modern Languages, and adjusting how lessons are structured.
“They Hate Reading…” An Interview Study on Literary Course Design for Promoting Student Motivation.
(2024-06-11) Karlsson, Felix; University of Gothenburg / The Board of Teacher Education; Göteborgs universitet / Lärarutbildningsnämnden
An interview study was conducted with 5 Swedish upper-secondary teachers of English with the purpose of outlining their process of designing literary courses in English. Their views on the importance of fiction and reading overall were of interest, as well as their personal motives and ambition when teaching literature. The interview aimed to get an understanding of how course design, choice of material and the teachers themselves, could all work towards encouraging an interest in reading among students. The pedagogical methods concerning the promotion of reading motivation became of primary focus for the discussion and conclusions drawn from the study. During the interviews, the lack of reading motivation in students proved to be a concern for the participants and an underlying point of focus when constructing their courses. The findings suggest that a balance in freedom for the students and assistance when they lack understanding of the material is key for nurturing an interest in the material in addition to a variety in methods of approaching the material. Transdisciplinary and multimodal approaches are methods that can help students see both value in the material they are studying, as well as in reading itself. Allowing students to choose reading material for themselves was concidered to be a good motivator but a difficult method to apply in education as their own choice may not be suitable in working towards the curricular goals regarding literature (Skolverket, 2022). Yet, supporting students in reading books of their own choosing parallell to set literary courses with the purpouse of familiarizing them with fiction can benefit students in the long run.

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