English Teachers' Perceptions and Experiences of Language Learning Strategies. A Qualitative Study in Sweden

Abstract

Language learning strategies (LLS) in the English language classroom has been a well- researched topic in recent years. The potential benefits of teaching strategies, that is strategy instruction (SI), to learners is a central part of this. In this, teachers have a key role in designing SI that is valuable for the learners. This qualitative interview study therefore aims to elicit Swedish EFL teachers’ perceptions on LLS, as well as eliciting their teaching practices in relation to SI and their experiences of it in the English classroom in Sweden. Data was collected by interviewing five English teachers at upper secondary school in Sweden. The data was then thematically analyzed which yielded several themes that had surfaced in the interviews. The findings indicate that the teachers’ perceptions of LLS coincide with several scholars in that strategies can be effective tools for learning and that strategies can foster learner autonomy. The study also elicited the teachers’ self-reported teaching practices regarding SI, in which the amount of explicitness in the instruction and the types of strategies promoted are analyzed and discussed. However, some interesting issues were raised by some teachers regarding their experiences of SI. These are issues regarding learners’ retention of strategies after the SI and that the teachers experienced some difficulties in observing and assessing strategies. Finally, limitations with the study, suggestions for future research, and some pedagogical implications are discussed.