This study's aim is to create awareness of different strategies and speaking skills used asinteraction in primary school by teachers. The study includes comparisons of previousresearchers and relative theoretical perspectives. Semi-structured interviews with threeprimary school teachers from Sweden were conducted for this study. The results revealnumerous factors such as, differences in how teachers´ experiences play a primary rolein the classroom and the time invested in the subject. An additional factor expressed byall the interviewed teachers is the involvement of Lev Vygotsky's theory integrated intheir classrooms. All three teachers were positive to the idea of working in pairs orgroups, as this develops students’ interaction with other students. However, theconclusion demonstrates the lack of previous research concerning interaction in primaryschool.

This research paper examines students’ perception of how role-play could affect their confidence in accordance with their speaking ability in EFL/ESL- classrooms. It has tried to respond to the research question “To what extent do Swedish EFL/ESL- students find role-play helpful for their confidence in their speaking ability?.” In addition, an analysis of relevant research supported the theoretical background on the subjects of Second language acquisition (SLA), Communicative language teaching (CLT), the Sociocultural perspective and the steering documents from Skolverket. Moreover, the research used a qualitative method through interviews. The interviews were performed with eight students from 7th-9th grade. To complement the study a questionnaire was conducted to show the distribution of students confidence on a scale from 1-5. The collected data was from a role-play activity that was tested similarly in six EFL/ESL-classes. At the end of the classes, they were evaluated in a Google Formula. Then, it was possible to see connections between the level of confidence and how helpful role-play was for the students. In the result, the interviewees all agreed on the role-play possibly being a helpful tool to improve the speaking ability. In addition, the questionnaire showed that 64% of the participants thought that role-play helped them to speak more confidently in English. Also, it was shown that students in the middle of the scale were the ones that found role-play most beneficial. At last, the factors that seemed to develop students’ confidence the most from the role-play were the structure of a group, the chosen themes, and the support students received from the framework.

This research examines how low-level vocabulary students, in particular, might better progress tohigher levels of vocabulary in the EFL context. In addition, a variety of strategies and teachingmethods are analysed. Vocabulary is the foundation of language learning and is an essential partof reading, writing and speaking. This research examines the importance of high frequencywords, teaching methods and strategies in the EFL classroom. Several methods and strategies areanalysed to compare and draw conclusions regarding which are the most effective. To be able tofind answers to these questions, a number of scientific articles and experimental studies werereviewed. Our findings indicate that the 2,000 most common words in the English language areimportant in order to progress to higher levels of vocabulary. The research also showed thatstudents who possessed the high frequency words were superior in reading, writing and speakingcompared to the students who did not have this word level. Additionally, students with largervocabulary gained significantly more vocabulary from activities and reading. Choosing the correctteaching strategy and method has proven to be important in order to develop students’vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks haveshown to be effective methods for teaching vocabulary. Although the 2,000 most frequent wordsis an important learning goal, the teachers’ choice of methods to achieve this is crucial.

This paper investigates if the tools of the Aggression Replacement Training (ART) program, a structured treatment model for the training of social skills, can scaffold secondary learners of English as a foreign language (EFL) with regards to speaking and interaction. Furthermore, with the help of interviews I aim to get a better understanding of teachers´ perception of ART. The tools modelling, roleplaying, and performance feedback are used within the ART program to improve social skills; by looking at the ART-program and by comparing these to how they are used in the EFL classroom, and at the secondary Ung ART school, in general. I will attempt to show how the learning of English as a foreign learning can be improved, particularly regarding speaking and interaction. This paper is primarily relevant to teachers of EFL but may also be useful to other teachers who want to scaffold their students. The ART-program tools modelling, roleplaying, and performance feedback have a positive effect on EFL-learners.

AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.

AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.

Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics in English as a foreign language classroom in the Swedish primary schools. The focus lays on finding out teachers experiences and beliefs about using learning rubrics as a formative assessment tool. According to theories and findings within formative assessment a certain set of criteria must be met, something which learning rubrics do. In order to fulfill this papers purpose, we combined a quantitative study that was carried out on 55 teachers, and a qualitative study that was centered around interviewing 5 teachers. Our results showed that 38 % of the 4-6 EFL teachers used a continuous formative assessment, which occurred during lessons or over a longer span of time. In regards to the use of learning rubrics only 3% used learning rubrics for a formative purpose. Results also revealed that a combination of learning rubrics, and assessment rubrics are more commonly used rather than only the use of learning rubrics in the language classroom. Through the combination of these two types of rubrics it helped in clarifying what was assessed and in what way it was assessed. It would also be used to make teachers’ arguments visible both for the students and the caretakers at home. However, if teachers do not apply the necessary adaptations to the formative process, the benefits are not obtained.

This study investigates the effectiveness of children’s literature on English reading comprehension in an L2 classroom context. Children’s literature has a major part in teaching L1 in Swedish primary schools, and although it is a trustworthy method in developing reading comprehension skills, it is not used to any great extent in the English education. Thus, the aim of this study is to examine to what extent reading comprehension is fostered by using children’s literature from a second language perspective. Previous experimental research has, however, shown positive results on children’s literature as a means for teaching L2 reading comprehension. In this research synthesis, we will critically analyse, compare and discuss published research based on empirical data to provide and present the reign believes in children’s literature on L2 reading comprehension enhancement. Based on the findings presented in this paper there is a correspondence between the usage of children's literature and positive results in L2 reading comprehension development. However, solely reading children’s literature might not be the most efficient method in enhancing L2 reading comprehension. Based on the findings presented in this study listening to the text whilst reading can to a greater extent improve on listening comprehension results, which can be connected to the theory of Dual Coding (Paivio, 1986). Furthermore, no research on this area has been done in a Swedish context, which indicates that further research needs to be done in order for the results to be more applicable to our future profession.

Due to globalization, diversity in the Swedish classrooms is common. This study sets out to examine the pupil’s and teacher’s perspectives of multilingualism in Sweden and how it effects English language learning. Although, a majority consider multilingualism to be an asset in language learning, many still believe that children mix the languages together and become confused. There seems to be no unanimous answer to whether or not multilingualism aids in learning an additional language. Therefore, this study aims to examine positive and negative effects of monolingualism and multilingualism in English language learning in Sweden. More specifically, the aim is to explore whether or not multilingualism aids pupil´s in speaking English as a Foreign Language. The question “What effects does multilingualism have in Year 1 - 3 EFL students’ speaking skill?” was formulated. The research for this qualitative study included interviews of six teachers and four pupil´s, combined with observations of different classrooms in the south of Sweden. The results indicate that both pupil´s and teachers view multilingualism as an advantage to language learning.

This research synthesis aims to explore how Computer-assisted language learning (CALL) can motivate the learners to develop their language skills. To answer the question 14 articles have been examined against a framework consisting of second language acquisition theory and method and Dörnyei’s motivational theory. The focus areas within this synthesis are the general view of CALL and education, cooperative language learning with communication technology and CALL in teaching.The review revealed that CALL as a motivational method yielded beneficial results, by providing authentic materials (materials pupils encounter in their daily lives) in a learner-centred environment. In addition, the research shows that the learners’ and teachers’ attitudes towards CALL factors into the result.