This study aims to explore the potential benefits and disadvantages of utilizing video game narratives in Swedish EFL teaching. The subject is approached through a qualitative literature review of previous research on the use of video games in the process of L2 acquisition. The results are then discussed from a sociocultural perspective, in relation to the frameworks introduced in the background and to the Swedish steering documents. The results indicate that video games are likely to be part of many students’ out-of-school experiences of the English language and that playing video games can be seen as an example of extramural language learning. The results also highlight how engaging in multiplayer video game narratives can aid L2 acquisition by for example increasing motivation, expanding learner vocabulary and by providing learners with strategies for discourse management such as politeness, humor and small talk. The collaborative and interactive nature of the video game narrative and of video game communities is also shown to align well with the Swedish steering documents that promote social interaction and the development of communicative competence. However, direct classroom implementation of video games is problematized by the fact that not all students have previous experience or tools for interacting with the video game format of storytelling and that gender discrepancies in video game consumption could lead to boys benefiting more than girls from language learning through video game narratives.

Considering the vital role teachers play in language teaching, the frequency of, and motivation behind L1 usage in L2 teaching is a very interesting and current area of research. Despite this, there does not seem to be a lot of research done in this area in the context of the Swedish EFL classroom for young learners. The aim of the current study was therefore to contribute to this area of research first, by investigating teachers’ use of Swedish when talking during their English teaching and their rationale for using Swedish instead of English, and second, by determining if there is a difference in the teachers’ use of Swedish depending on the learning objective of the lesson. This was done by using a mixed-method approach, where four English teachers in Sweden, all teaching grades 4-6, were observed in two lessons each, followed by semi-structured interviews. The results showed that Instructions, Asking questions, Praise and Translation were the most used L1 functions, while Evaluation, Classroom equipment and Humor were not employed by any of the teachers. Furthermore, the study demonstrated that the factors for L1 usage were the students’ age, support for the students’ understanding, efficiency and making the students feel comfortable in the learning environment, corresponding with previous research to a great extent. Additionally, it was also found that there was indeed a difference depending on the learning objective. Based on the findings in the study, it is suggested that teachers should be encouraged to assume a mindful approach to their L1 usage.