Social media is a large part of Swedish adolescents’ lives. As such, social media is also prevalent in Swedish upper secondary schools. Some international research has shown positive outcomes from the use of social media as a learning tool in the English as a Foreign Language (EFL) classroom, such as higher student motivation. However, there are no recent equivalent studies in Sweden. Teachers’ attitudes have also been researched, also in a Swedish context. The aim of this study is twofold: to explore EFL teachers’ attitudes, as well as their practices, regarding social media as a learning tool. A web-questionnaire was constructed and subsequently answered by 20 random EFL teachers in Swedish upper secondary schools. The findings show that participants have positive attitudes toward using social media platforms in their teaching. It was also found that participants do indeed use social media, as well as many other tools, in their teaching, and use it for many different purposes. The findings suggest there needs to be more research into how social media platforms could, should, and are being used in Swedish EFL classrooms.

This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.

The question of how to teach English grammar has been a pervasive one for a long time, but the topic has scarcely been the subject of contemporary research in a Swedish context. This study aims to gather insights related to the beliefs and pedagogical practises of a small sample of English teachers in the Swedish school system. For example, insights such as whether the teachers indicate a preference towards Inductive or Deductive instruction of grammar and how they tend to approach the teaching of English grammatical patterns. Because of the nature of this goal, this study necessitates the utilization of previous research and frameworks created in the fields of both pedagogy and linguistics, respectively. Without either field, this study could not be conducted, as both fields are vital in understanding the teaching of grammar.  The corpus this study utilized was transcribed from four 18-35 minutes long semi-structured interviews with upper secondary school teachers of English. These interviews were transcribed manually, and they were analysed and categorized using a mix of both the Inductive and Deductive approach of analysing interviews. The results found no overarching preference between Inductive and Deductive grammar teaching among the four teachers, and three out of the four indicated the utilization of both. The teacher who did not indicate this always preferred to teach grammatical structures explicitly. Communication was seen as important by all of the teachers, but only two of the participants indicated the usage of Communicative Language Teaching. The remaining two teachers indicated a preference towards either Task-Based Language Teaching or the Grammar-Translation approach. This variety among the teachers of the study reflected previous research conducted on the topic.