Automated scoring of essays has been a research topic for some time in computational linguistics studies. Only recently have the particular challenges of automatic holistic scoring of ESL essays with their high grammatical, spelling and other error rates been a topic of research. This thesis evaluates the effectiveness of using statistical measures of linguistic maturity to predict holistic scores for ESL essays using several techniques. Selected linguistic attributes include parts of speech, part-of-speech patterns, vocabulary density, and sentence and essay lengths. Using customized algorithms based on multivariable regression analysis as well as memory-based machine learning, holistic scores were predicted on test essays within ±1.0 of the scoring level of human judges' scores successfully an average of 90% of the time. This level of prediction is an improvement over a 66% prediction level attained in a previous study using customized algorithms.

This study investigated the significance of semantics in computer-generated word frequency counts in response to a call for new word lists (Read, 2000; Gardner, 2007). Read claims that no corpus projects to date have produced any "definitive, stand-alone word-frequency lists" (p. 226). Many researchers are wary of the fact that the concept of a word is never clearly defined in most studies that have dealt with word frequency counts. It is clear from the research that one universally acceptable construct for the concept of word does not exist. In fact, many past word frequency counts only examine word forms without considering the word meanings and the possible effects of homography on lists. Ming-Tzu and Nation (2004) did some research on the Academic Word List (AWL) that addresses some criticisms of word-frequency lists. They evaluate the extent of homography throughout the AWL. However, words found in the AWL are often not a part of the highest frequency word-forms in English. The present study focuses on high frequency words. It evaluates a randomized sample of 46 lemmas that occur at least 1500 times in the British National Corpus (BNC). A further random sampling of 200 examples for each lemma, in context, was semantically analyzed and tallied. One hundred of these examples were from the written portion and the other 100 from the spoken portion. The list of meanings for each word was compiled using conflated WordNet senses and some additional senses. Each context was double and sometimes triple rated. The results indicate that the impact of semantic frequency versus form-based frequency is considerable. The study suggests that the presence of homography tends to be extensive in many high-frequency word forms, across major registers of the language, and within each of the four major parts of speech. It further suggests that basing frequency on semantics will considerably alter the content of a high-frequency word list.

This project investigates the benefits and practicality of applying Zimmerman's (1994) dimensions of self-regulated learning to co-curricular activities so as to increase students' willingness and opportunities to communicate in English in the hallways of intensive English programs. Three of these dimensions (social environment, motivation, and physical environment) work together to create a semi-structured liaison between in and out of class communicative environments and give students an occasion, location, and motivation to speak English with one another. To evaluate the effectiveness of such activities and conceptualize a means in which to assist intensive English programs effectively incorporate co-curricular activities in their curricula, the principal researcher designed and conducted a co-curricular activity based self-regulated learning. She obtained student feedback using surveys and interviews and found that the majority of students spoke mostly English, made new friends, practiced listening and speaking skills, and enjoyed themselves at this activity. As a result of this data, the principal researcher created a booklet to assist in the planning of future co-curricular activities. While only a preliminary study, this data and resulting booklet have great potential to fill the hallways of intensive English programs with English and thus create a holistic learning environment.

Grammatical accuracy in second language (L2) writing is one of the key issues that English as a Second Language (ESL) learners struggle with, both in intensive English language programs and continuing after their university matriculation. Numerous instructional methodologies exist that center around the concept of error correction—how can or should ESL instructors correct grammatical errors in L2 students' writing to best facilitate improvements in written linguistic accuracy? Error correction in L2 writing has been a controversial issue for over a decade (e.g., Ferris, 1999; Truscott, 1996), and in an effort to contribute to an understanding of this controversial topic, this study investigated an innovative method of error correction known as dynamic written corrective feedback (WCF). For 15 weeks, 24 students at the Brigham Young University (BYU) English Language Center (ELC) received a form of dynamic WCF dramatically modified from Hartshorn's (2008) original method with the objective of increased practicality. These students produced a 30-minute pretest and posttest essay, and researchers calculated the complexity, accuracy, and fluency of each pretest and posttest. Data from the current study is compared against data from Hartshorn (2008), which found dynamic WCF to be successful in improving accuracy after carrying out similar research. The results validate previous findings and confirm that dynamic WCF is an effective approach to error correction, even when dramatically modified.

Approximately five percent of the Swedish population suffer from dyslexia. Therefore, this degree project aims to gain an insight into what pedagogical support in Swedish and English teaching can be offered to dyslexic pupils. Firstly, this paper provides an overview of theories and literature on dyslexia in L1 and L2. The researchers’ findings show that dyslectic difficulties in the L1 is most likely to affect – either by limiting or enhancing – the pupils’ abilities to learn a L2. Strategies (spelling, comparing sounds and letters) that pupils learned when they started to read and write in their L1 and the differences in orthographic systems between L1 and L2 influence their reading and writing in L2. This study is also based on interviews of four K-3 teachers in the south of Sweden. The major conclusions of this study are that (i) dyslectic difficulties extend across languages, (ii) variation of the teachers’ knowledge of dyslexia might depend on the length of their professional teaching experience and their willingness and interest to learn more about dyslexia, (iii) K-3 teachers are dependent on special education teachers’ advice on how to support dyslexic pupils, and (iv) K-3 teachers use digital resources and audiobooks to train the reading and writing in L1, but not in L2 since English in K-3 mostly focuses in training pupils’ speaking skills.

This empirical degree project explores the use of Swedish in foreign language learning such as English and the subsequent consequences. For this study, we explored the positions of researchers regarding the topic and investigated how, when and why three teachers in Sweden used the Swedish language during English teaching. The study provides an overview of theories and literature regarding the use of first language during foreign language teaching. Some findings suggest that the first language should not be excluded in second language acquisition but incorporated with limited use. However, it could be problematic to incorporate the Swedish language for the students with different origins. In that scenario, the students would be forced to acquire a foreign language through their second or third language. The study also connects these findings and research to the theoretical background of the socio-cultural views in the classrooms and the zone of proximal development. The method used for this study was a qualitative data collection in the form of semi-structured interviews with three primary teachers. The results show that these teachers reported using the Swedish language with variations thus the common reason for usage of Swedish during English learning would be for instructing purposes. Moreover, research suggests that maximising the target language during foreign language learning would expose the students to utilize the target language and that if the teacher would overuse Swedish during foreign language teaching the students would not sense the need to practise the language. The study also investigates when and how the teachers believe their students are exposed to the English language. The participants agreed upon that the exposure of the English language occurs on daily basis for the students moreover, participants would also agree that most of the exposure would be extramural. Our major conclusion is that incorporating the Swedish language in English learning should be considered with care. Some research suggests that the first language may provide enough scaffolding for the students however, the teachers may find several variations of providing the scaffolding for the students without the incorporation of the Swedish language.

The purpose of this degree paper is to look at some adolescents’ use of English inconversations outside of school. Adolescents in today’s society come into contact with theEnglish language in various different ways and one of these can be through oral interactionwith others.By using a mixed-method approach consisting of a questionnaire and interviews thisqualitative study provides an insight into some adolescents’ extramural Englishinteractions. The goal is to find out why some students at a school in the south of Swedenchoose to speak English in settings where there is no apparent reason for them to do so. Theaim is also to see what the conversations look like and what attitudes the students havetowards English. It was found that the main reason is because the students think it is morefun to speak English than Swedish. They claimed that they can express themselves better inEnglish and that it sounds better to speak English. The conversations occur spontaneouslyand errors are corrected. Two groups of students were interviewed and their answersdiffered, because their attitudes towards English differed. The students, who engaged themost in extramural English conversations, were well aware of the usefulness of English.

AbstractThis empirical research thesis examines the role group work impacts towards the traditional practices in the classroom when developing language skills, and encouraging children to communicate inside the Swedish ESL classroom. For this study we examined the theoretical standings of the socio-cultural views in the classrooms and what the group researchers say about the practice of working inside the classroom through group work. We did this through a method called qualitative analysis where we sent out questionnaires to our target group, and then from these results had a written interview with a Swedish teacher working in an ESL classroom. Since the Swedish curriculum (2011) does not bring up any forms of how to work with language development only explains that it should be learned through interaction we choose to examine how teachers work in the ESL classroom with group work. In the discussion part of this paper we will present our findings from a social learning point of view and present our findings in accordance with Vygotsky’s socio-cultural theories.

Speech anxiety is an issue that persists and presents itself innumerably in schools, especially affecting students who learning English either as their second language or as a foreign language. Speaking anxiety may stem from different sources and affect each individual student differently. The research question that is key to this research is “How can teachers support students who are struggling with speech anxiety?”The research for this thesis has been done through the use a qualitative interview with two secondary school teachers in Lund. The interview was structured after a semi-structured style to allow for guided questions and openness of any unexpected questions and answers during the interview process.The results of this research is that that tackling speaking anxiety in the classroom is no easy feat, although, from the literature and interview content it has been made clear that for a teacher to be successful in supporting their students, being prepared for possible difficulties, composed for sudden changes to lesson plans, and ready to adapt assignments where speaking is involved in order to allow students to be most comfortable and given their utmost honest performance while speaking in front of others.

This research study investigates what 122 secondary students believe makes a good teacher of English as a second language. The students were randomly selected from three different schools in Malmö, Sweden. Six teachers’ views from the same schools will also be examined. The teachers and students answered questionnaires with open-ended and close-ended questions. Many researchers state that there are particular qualities that a teacher should possess to be considered a good teacher by the students. Qualities such as: being understanding, having a certain personality, being a motivator and a supporter, mastering the English language well, and listening to students wishes, are a few of many qualities that are being mentioned. The results indicate that the main quality that a teacher should possess is good knowledge of English. Other qualities that were mentioned were, varying work methods, the teacher’s personality, being supportive and encouraging ect. The students and the teachers opinions in comparison to what the researchers argue are not tremendously different.