English is a globally used language and with the emergence of the digital era, it surrounds usall over the world. This had led to pupils in Sweden meeting English even outside school,which is a concept called extramural English, EE in short (Sundqvist, 2009). This thesisexamines Swedish teachers, who teach years F-3, beliefs on the concept of extramuralEnglish, as well as how they incorporate extramural English via digital resources in theirteaching. To investigate this, both a survey and three interviews with teachers who teachstudents in year F-3 are analyzed.This study shows that most of the teachers who participated are not familiar with the conceptof extramural English, but they all work with similar materials and have similar attitudestowards the concept. This thesis highlights the importance of educated teachers oncontributing factors and pedagogical conditions that extramural English provide to languageteaching, in order to maintain pupils' motivation and create a meaningful English teaching. / <p>Engelska</p>

The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.

English is a part of our lives from an early age, and it is important that pupils engage themselves in learning the language. Today many pupils have access to a computer and can play online games in collaboration with others from around the world. This study aims to examine how online gaming can help pupils develop their second language. By studying prior research and analysing the results, it was found that there are several factors which may have an effect on pupils’ second language development. Through online games, motivation increases. Also, the interaction with both native English speakers as well as other second language learners within the games, form immense language input from authentic communication. These findings show that there are possible benefits in playing online games. However, there is a need for much further research to get a clear overview over the possible affects online games have for pupils second language development. / <p>Engelska</p>

The present study aims to examine the linguistic features of hedges, minimal responses and interruptions used by the female and male participants in the possible extramural activity of the reality-TV show Love is Blind. The term Extramural English (EE) refers to English that students are exposed to outside the classroom. According to previous research, Swedish teenagers watch a considerable amount of TV, which is a potential EE activity. By possible exposure to EE activities, such as watching TV, learners might gain pragmatic competence that might result in them improving their communicative abilities in the English language. Furthermore, the Swedish school openly strives for gender equality and, therefore, this study investigates the gender characteristics of linguistic features that are categorized as often employed by either females or males. The methodology of the study includes transcribing, counting the linguistic features, color coding and analyzing the findings in relation to previous research. Regarding speech distribution, results show that the male participants speak 5.1 percentage units more than female participants. Furthermore, female participants use hedges 33.4 percentage units more often than the male participants and minimal responses 24 percentage units more often. Additionally, the male participants interrupt 25 percentage units more often than the female participants.

This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.

Oral communication is a central aspect of language learning in EFL-classrooms all over the world. Therefore, problems arise when students are passive, or unwilling to communicate and participate. The aim of this study is to investigate what factors impact Swedish upper secondary students’ willingness to communicate using self-reported data. The data in the study is gathered from a questionnaire with 203 participants currently studying in Swedish upper secondary school. The data analysis comprised inferential statistics to investigate causal relationships between the concepts of foreign language anxiety (FLA), self-perceived communicative competence (SPCC), extramural English (EE), and willingness to communicate (WTC). The results of the study suggest a causal relationship between the concepts, thus contributing to previous studies on factors that impact and describe willingness to communicate. Also, the results indicate that students’ extramural English habits impact their behavior in oral communication. In conclusion, motivating the utility of the English language for real-world purposes, in combination with a positive classroom environment, and the improvement of students’ oral communication confidence are imperative tools for the stimulation of willingness to communicate in the EFL classroom.

Children today encounter the English language on a wide scale, even outside the school walls. As they are exposed to various forms of English language input, they inevitably pick up a certain level of proficiency, which they can later use on their own. This study aims to more precisely research through which mediums English learners in primary school worldwide tend to encounter English the most, as well as how engaging in English activities outside the classroom might affect their English proficiency. By studying prior research on the subject through content analysis, it was found that, while there are some regional differences in terms of prevalence, children mainly encounter English through television, music, and computer games. It was also found that many children who had never before received any English training still possessed a level of English proficiency. These findings shed light on the importance of input for language acquisition as well as how children’s extramural interests can be of importance in the classroom setting.