AbstractThe aim of this essay is to identify English out-of-school activities among students with an immigrant background to find out to what extent English out-of-school activities have an impact on the students’ results at the National Test of English.An additional aim is to find out if English out-of-school activities are a way of integration outwards or vice versa if the lack of English out-of-school activities is a sign of integration inwards. The present study is based upon a questionnaire with closed questions, which was filled in by 54 third graders enrolled in the Child and Recreation Programme. The informants are divided into two groups, one of which is a control group of native Swedish students. The study showed a tendency that students with an immigrant background who are not involved in English out-of-school activities obtain lower grades in English and that they integrate inwards by using their native language on the Internet, listening to music and watching films from their home country. Furthermore, the study showed that there is a slight difference between native Swedish students and students with an immigrant background as regards computer habits.Keywords: English out-of-school activities, integration, third language acquisition, informal learning, computer habits, National Test of English, the third culture

The aim of this study was to investigate the interrelation between teaching, testing and assessment of English as a foreign language in the Swedish school system. The focus is on the Swedish National test of English, and teaching and assessment of English in Swedish schools. A comparison with the Cambridge testing system is part of the study which has given rise to questions regarding the validity and reliability of the Swedish National test of English. The study was carried out through qualitative questionnaires and interviews aimed at 5 English teachers working within the Swedish School system. The findings of the primary data suggest that the test is, with the exception of its marking procedures, regarded highly by the interviewees. The results of the interviews and questionnaires also suggest that the common factor between teaching, testing and assessment of EFL (English as a Foreign Language) in the Swedish school system appears to be the syllabus and, thus, indirectly, the Common European Framework of Reference (CEFR).