The aim of this thesis is to investigate the use of literature within the Swedish Upper Secondary EFL-classroom from the students’ perspective. How do the students in the study relate to literature and its use to enhance and enable their communicative competence and cultural understanding? Also, how do their answers compare with their teacher’s and the adult perspectives and findings from previous international research? The empirical data obtained from the study has been analysed from the perspectives of sociocultural and motivational theory, and the findings show that the participating students believe literature to be a good didactic tool to apply in the EFL-classroom, both in order to enhance their communicative competence and their cultural understanding. The students prefer to have a sociocultural approach to their literature-learning, with group-discussions of various sizes. The key for the students in this respect is interesting, relevant and engaging subject-matter, as well as a positive and motivational teacher. The responses given by the students correlate with those given by their teacher as well as previous international research. The students regard literature as a way of gaining new perspectives, as well as experiencing language in use. Where they diverge somewhat from the international research is in regard to literature’s use for enhancing their competence to speak in class, and that some students seem to think that communication and cultural understanding are separable. Future studies within this field might include the conducting of a larger and more in-depth survey regarding the students’ ideas about literature, culture and communication. Why do so many of the student respondents neither agree nor disagree with the statement concerning communication and cultural understanding being inseparable? This can be an important issue to investigate in today’s global climate of cross-cultural and intercultural experiences, especially in view of the political climate of diverse attitudes towards refugees, immigrants and emigration

This study investigates the syntactic complexity of the example texts used as guides forassessment in the national tests of the Swedish upper secondary school courses English 5 andEnglish 6. It is guided by two research questions: (1) Is there a progression of increasedcomplexity between the grades assigned to the example texts, and, if so, is any specificmeasure of syntactic complexity more strongly linked to a higher grade than the rest? (2) Isthere a progression of increased complexity between the two courses, and, if so, how doesthis progression manifest itself? A set of 14 quantitative measures of syntactic complexity asidentified by the L2 Syntactic Complexity Analyzer (L2SCA) are examined to answer thesequestions. The majority of the differences between the grades and/or courses represented areshown to be statistically insignificant, and the few instances of statistical significance likelyoccurred either due to a small sample size or due to a questionable tendency of L2SCA whendealing with run-on sentences. In the end, syntactic complexity as expressed through the 14measures seems to be a poor indicator of why a text received a certain grade in either of thetwo represented courses.

The aim of this study was to explore teachers’ opinions and thoughts on teaching reading strategies to pupils in upper primary school in Sweden and how teachers explain their choices regarding texts and strategies. More specifically the aim was to highlight teachers’ perceptions and experience of teaching reading strategies. In this study semi-structured interviews were conducted with four teachers in grades 4-6 during the spring term of 2020. All four teachers taught Swedish as a school subject. The results of the study showed that the interviewed teachers each explain their choices of text according to their own set of criteria. When choosing reading strategies, the teachers based their choices largely on a particular course package developed in Sweden. The outlook the teachers had on the teaching of teaching reading strategies came across as positive. They felt that the strategies that they taught their pupils helped them to develop their reading comprehension skills. This was especially true for the low-achieving readers in the class. / Syftet med denna studie var att undersöka svensklärares uppfattningar och tankar om lässtrategiundervisning i årskurs 4–6 och hur de motiverar sina val av texter, strategiprogram och lässtrategier i den undervisningen. Mer specifikt har syftet varit att synliggöra lärares uppfattningar och erfarenheter om lässtrategiundervisning. Till studien har material samlats in genom metoden semistrukturerad intervju som är en kvalitativ metod. Intervjuerna genomfördes med fyra svensklärare i årskurs 4–6 under vårterminen 2020. Resultatet visar att lärarna motiverar sina val av texter med hjälp av flera kriterier och i deras val av lässtrategier utgick de från ett strategiprogram utvecklat i Sverige. Inställningen till lässtrategiundervisning framstod som positiv och lärarna upplevde den som främjande för elevernas läsförståelse, särskilt för de svaga läsarna.

Recent numbers on English Proficiency Index (2018) indicate that Sweden is in the lead ofEnglish proficiency, whereas Turkey is lagging far behind. Vocabulary plays a vital role inlanguage learning, and research confirms that learners become more confident and proficientusers of English when they receive enough support to expand their word knowledge. Thiscomparative study is twofold: one aspect focuses on how the steering documents in Swedenand Turkey support integration of vocabulary teaching through a content analysis, and theother is on what teachers, in qualitative interviews, report they do to help their learnersincrease their vocabulary knowledge. Although Sweden is in the lead of proficiency, thesupport for vocabulary teaching in the syllabus is relatively absent, whereas the Turkishsyllabus puts an emphasis on teaching and learning words. Furthermore, Swedish and Turkishteachers incorporate vocabulary in their classrooms differently as a result of how theyinterpret what the respective syllabus require. However, neither of these syllabuses areexemplary in describing vocabulary teaching and learning, and one could argue for combiningthe approaches in the two syllabuses, which could perhaps lead to a decrease in the gapbetween “word poor” learners and “word rich” learners.

Läroplanen för gymnasiets Kemi 1 och Kemi 2 förespråkar elevplanerade laboratorieövningar. Men de nuvarande populära kurslitteratur som används för att undervisa Kemi 1 och Kemi 2 beskriver primärt bara elevlaboratorier med fullständiga instruktioner för eleverna att följa. Denna litteraturstudie listar och beskriver 15 undersökande elevaktiviteter för i Kemi 1 och Kemi 2. Beskrivningen fokuserar på elevaktivitet, förutsättningar och läranderesultat. Varje aktivitet hittades i en publicerad referentgranskad artikel. Dessa 15 elevaktiviteter kan sammanlagt användas till undervisning av 11 av de 19 screenade centrala innehåll från läroplanen för Kemi 1 och Kemi 2. / The state prescribed curriculum for the two chemistry courses Kemi 1 and Kemi 2 for Swedish upper secondary school, advocates student planned laboratory exercises. But the current popular course literature book systems used for teaching Kemi 1 and Kemi 2 primarily describe student laboratory exercises with complete step-by-step instructions for the students to follow. This literature study lists and describes 15 inquiry-based learning activities for students attending Kemi 1 and Kemi 2, the descriptions focus on student activity, preconditions, and learning outcome. Each activity was found in a published peer-reviewed article. Combined these 15 student activities can be used for teaching 11 out of the 19 screened core contents listed in the state prescribed curriculum for Kemi 1 and Kemi 2.

Research shows that there are several benefits that can be extracted from the usage of literature in EFL. The question is which benefits teachers tend to make use of in their classrooms. The present study set out to map upper secondary school teachers’ reflections on the topic of literature in EFL, in general as well as in relation to language learning. The three research questions were to find out (1) teachers’ views regarding opportunities as well as challenges of literature in the EFL classroom, (2) how EFL teachers reason around their own uses of literature in EFL, and lastly, (3) how EFL teachers reflect on literature in relation to language learning. The data was collected from semi-structured interviews with three teachers. The study found that, overall, the teachers viewed literature as an important part of EFL partly because it can be utilized to acquire tools for literary analysis, to learn about the world, to create a basis for discussion about difficult topics and lastly, to develop language proficiencies.

This study, conducted in an English 6 course at a Swedish upper secondary school, employed a unique educational research design by integrating manga adaptations with their typological source texts to explore the pedagogical potential of a comparative approach to teaching classics in line with pupils’ experiences. The investigation focused on three key questions: pupils’ initial attitudes towards literature, the effects of the comparative approach, and its impact on understanding the source text. Data were collected through a series of questionnaires as well as three group interviews before being examined thematically. The findings were then analysed and discussed using the theoretical frameworks of transmedia storytelling, Langer’s theory of envisionment, and affordance. The findings indicate that the pupils initially had negative attitudes towards English literature, viewing it as difficult and unengaging. However, including manga significantly improved their engagement and comprehension, foremost due to its visual elements. The pupils also reported that manga made reading more motivating because of its different modes, compared to the source text. However, the pupils regarded the manga as less effective in promoting vocabulary expansion compared to the source texts, thus highlighting the importance of a balanced approach. Furthermore, the comparative approach, engaging with both versions, allowed the pupils to view the story from multiple perspectives, thereby enriching their understanding and deepening their comprehension. This approach also promoted pupils’ exploration of genres.  Overall, the study suggests that incorporating a manga adaptation alongside its source text can address the diverse needs of pupils, thus making literature more accessible and engaging. This particular comparative approach could promote a multifaceted learning experience by encouraging the inclusion of varied pedagogical materials. Its pedagogical potential lies in its alignment with contemporary pupils’ cognitive patterns, which may contribute to enhancing the teaching of classic literature without excluding the benefits of typological texts.

The study examined the integration of Creative Writing (CW) into Swedish upper-secondary education, focusing on enhancing student motivation and engagement. It was hypothesized that CW, by fostering autonomy, competence, relatedness, and enjoyment, could improve students' intrinsic motivation, and engagement, as guided by Self-Determination Theory (SDT). Given the frequent issue of student dropouts, there is a recognized need for teachers to identify effective strategies to increase students’ motivation. The researchers propose incorporating CW alongside traditional methods as a potential solution. By raising student motivation, this strategy hopes to boost academic achievement and lower dropout rates. The study incorporates CW in an attempt to make learning more motivating and interesting while also meeting the diverse needs of students. The study enlists a mixed-methods approach to investigate the effectiveness of a CW intervention. The intervention involved students creatively reimagining endings in classical literature, facilitated through digital resources to ensure broad access, and engagement. The effect of the intervention on student motivation was measured using surveys in a pre- and post-test design. In addition, semi-structured interviews were used to gather qualitative data. Results indicated that substantial improvements in students' enjoyment, motivation, and ability to express themselves were achieved, suggesting that CW can bridge traditional teaching methods, and contemporary educational demands. The study highlights the potential of integrating CW into curricula, proposing that such innovative pedagogical strategies can revitalize student engagement and foster a more dynamic, and enjoyable learning environment. These findings advocate for broader application and further exploration of CW within educational settings to enhance student motivation, and their engagement with literacy.

The following study aims to explore pupils’ attitudes toward fan fiction in a Swedish upper secondary ELT classroom in order to discuss the potential of fan fiction as a pedagogical resource. The aim is investigated through research questions concerning attitudes toward fan fiction as well as possible challenges and benefits in connection to how fan fiction could be included from a pupil perspective. The study was conducted through semi-structured interviews with 11 pupils attending English 5 or 6 in Swedish upper secondary schools. The collected data was processed through thematic analysis and examined with self-determination theory as a theoretical framework.  The results of the study reveal that the interviewed pupils exhibit positive attitudes toward including fan fiction as pedagogical material. In addition, the study indicates that fan fiction, according to the pupils, can be utilized to develop several language skills, such as grammar, vocabulary, and reading comprehension. With these learning outcomes in mind, the pupils mentioned that fan fiction could be incorporated into the classroom through productive and receptive tasks. Such tasks involve creating endings to narratives, providing and receiving feedback on creative writing projects, or reading fan fiction to complement and enhance the experience of a novel or film. Despite the positive learning outcomes, the pupils noted that possible challenges could regard finding appropriate content, assessing and grading creative assignments, and navigating creative demands. In conclusion, fan fiction may function as a potential pedagogical resource and therefore it is relevant to continue exploring the pedagogical potential of fan fiction in the Swedish ELT classroom.

This is a qualitative interview study aiming to examine the concept of tolerance as it is a core value in the curriculum for the Swedish upper secondary school and high school. The concept of tolerance is linked to the subject of religious studies. A total of six teachers were interviewed regarding their understanding and interpretation of the concept, as well as its place in their teaching. The method of analysis was hermeneutic and the statements made by the teachers were further analyzed in the light of normcritical pedagogy and didactical awareness. The results show a diversified understanding of the concept, manifested in a broad scale of attitudes to it, ranging from negative to positive, though all were based on a reflective approach. This affected the teachers' tendency to include, or focus on, the concept of tolerance in their teaching, varying from active inclusion to exclusion. The discussion focuses on the differences and difficulties associated with acts of tolerance versus attitudes of tolerance. The teachers define religious studies as a subject with heavy focus on interpersonal relations. Acts of tolerance are therefore problematic as they are also acts of power between individuals and groups. This shows the didactical importance of discussing the concept of tolerance, mainly in relation to attitudes and acts, between teachers as well as in the classroom.