he study was born from an interest into how language students are driven to read in a second language, do their reading preferences and habits in this second language follow those of reading in their mother tongue. The study paid attention to the issue of print versus electronic reading with these students. The study was conducted with students aged between eight and sixteen years of age at a Turkish private school. The empirical data was drawn from 182 completed questionnaires and four group interview sessions during 2019. Analysis of the results show that reading preferences and habits are transferred from mother tongue to 2nd language reading, especially the feeling of the importance of reading and the pleasure from reading. Further, the study concludes that the majority of these students prefer paper-based reading for pleasure as they consider it an escape from the digital connection that normally engulfs them. The study also concluded that English is often used online for research, in fact most students saw it as a lingua franca for academic research purposes, and students accept that digital reading is necessary in this context. The study found that the motivators to read that had the largest effect on both reading in Turkish and in English were the belief that reading is important to the students and the amount of enjoyment they felt by reading. Further, as expected, the motivation to read has a greater influence on frequency of reading in Turkish than English.

As the world and society evolve into a more digitized era, school systems have to follow. Sweden the national board of education has started to include digital tools into the curriculum and to place demands on the digital competence of Swedish teachers. The consequences that follow are that teachers are expected to implement digital tools of varying kinds into their lessons, which is done with varying success. This thesis aims to examine how software tools such as Kahoot and elevspel are perceived by English teachers in Sweden as tools they can use as they teach learners in grades 4-6. More specifically, this thesis will focus on how English teachers in an EFL setting perceive that they can use these tools to facilitate vocabulary development. In this essay, we have conducted quantitative research by using a questionnaire to gather data from English teachers in Sweden. Along with this, we have also examined previous research in this field to review the scientific background and take this into consideration. The results from this questionnaire showed that English teachers in Swedenincorporate software tools in their lessons and perceive software tools as necessary. However, a majority of the participating teachers noted that more support and ideas are needed for them to incorporate these tools to a fuller extent.

When supporting students’ language development, English as a Foreign Language (EFL) teachers use different scaffolding methods, such as Oral Corrective Feedback (OCF). This method’s purpose is to assist learners’ oral language skills, and there are various strategies that can be utilised in an input providing or output prompting manner. The aim of this study is to investigate Swedish EFL teachers in K-3 regarding their preferences for OCF strategies, the challenges they face in implementing these strategies, as well as adapting them to their teaching context. In order to examine this phenomenon, data was collected through conducting semi-structured interviews with teachers as participants. The results indicate that Recast is the most prevalent approach, whereas output prompting strategies pose the greatest difficulty for teachers. One of the output prompting strategies that were frequently mentioned as the least preferred was Metalinguistic Feedback. Moreover, teachers tend to adapt their OCF strategies and sometimes even choosing to not correct their students at all, depending onthe learning context and the individual student attributes. In comparison to previous studies conducted in other countries, different strategies were preferred such as Explicit Correction, which teachers in Sweden tend to refrain from using. However, the beliefs regarding output prompting OCF strategies were similar. Overall, teachers believe that providing OCF is an effective method for scaffolding young learners’ language development in the EFL classroom.

Corrective feedback (CF) is regarded as a controversial topic when it comes to writing in the L2 classroom. Some researchers have found it to be both meaningless and harmful, while others have researched the effects of different types of CF and found it to be good for language development in several ways. This made us interested in conducting a study focusing on what attitudes grade 3-5 (age 9-11) teachers have concerning CF, and if they themselves use it for their L2 students’ writing. The study was conducted through five semi-structured interviews with teachers working in Lund, Sweden. The aim of the study was to investigate compulsory school teachers’ experiences of and thoughts on CF as a teaching method for improving young L2 learners’ writing. The results revealed that the teachers believe CF to be an irreplaceable part of language learning but that it should be adapted to each individual’s needs. Although all interviewed teachers acknowledged CF’s potential harm on learners’ motivation and willingness to write, no one believed that it could be left out completely.

This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles for our analysis of the results. The results from our findings indicate that vocabulary is being taught in both a revised traditional- and a non-traditional way. Our results also show that education and contextual factors influence how teachers teach vocabulary. From our results, we can conclude that our informants teach vocabulary for communicative purposes, but that there is a considerable difference in their approach to vocabulary learning. In addition, we can also conclude that the informants all expressed the need for further professional development in English, and that there is a need for more research on how contextual factors affect teachers in their work.

The aim of this project have been to investigate the different views on using music in the English lessons. For this study three different teachers from three different cities have been interviewed. We chose to interview two 4-6 teachers who both teach English. And one full time music teacher. The purpose of the interviews was to get a perspective on how English teachers work with music. In order to get a broader perspective on the teachers’ views regarding integration between English and music; a music teachers’ perspective was included. The interview questions can be found in the appendices. The results from the interviews show that all three teachers are positive to the thought of integrating music into the English lessons. They were also positive to integrating different subjects in general. They had different approaches and ways of using music, one of the teacher did not use music in her English lessons at all. But all in all they thought that through music the learners could develop their knowledge. Research studies and literature that promote the use of music in the English lessons has also been included. It is shown in the discussion section that the research found and the results collected from the interviews mostly agree with each other. A lot that was mentioned in the interviews was relatable to the literature we collected. As a conclusion for this study it is found to be no harm in using music in the English lessons and we agree on the fact that it should be practiced.

This study was carried out in two locations in the northernmost part of Sweden, in two different primary schools, one in a village in a rural area and one in a mid-sized city. A mix of methods was used, including interviews, questionnaires and logbooks. A total of 37 pupils in year 3 of the Swedish primary school system took part in the study. The purpose was to find out what extramural English (EE) activities pupils engage in, how much time they spend on these activities and to what extent it affects their confidence in their own English proficiency. The study comes to the conclusion that the pupils engage in a wide variety of EE activities, and that the time spent on these activities also varies greatly. Based on the interviews, there seems to be a positive correlation between engagements in EE activities and confidence using English as a foreign language.

As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary school teachers have regarding the age at which the English instruction should start. An empirical study was carried out by interviewing a few stakeholders in the context of schools and sending out questionnaires to lower primary school teachers. The results indicate that a large majority of the participants were in favour for early English instruction, as according to many of them, an early start results almost exclusively in advantages for the young children. However, the results also imply that the English subject, in some cases, might be less prioritised, due to the lack of specified knowledge requirements. Based on these results, further research on how different schools interpret these non-specified knowledge requirements is suggested. / <p>Engelska</p>

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem como objetivo analisar os efeitos do programa de educação não formal Jovem Aprendiz, desenvolvido na Costa do Sol do Estado do Rio deJaneiro, a partir da perspectiva dos jovens egressos e dos educadores. A investigação contempla a análise do Programa Jovem Aprendiz mediante a contextualização da Lei de Aprendizagem n 10.097/00 e uma discussão teórico-conceitual acerca da educação não formal, de acordo com Gohn (2003, 2005a, 2005b, 2006, 2009, 2010) e Trilla (1993; 2008), autores que contribuem com a caracterização desse tipo de educação. No que tange à abordagem das políticas públicas para a juventude, Sposito e Carrano (2003) e Corrochano (2002; 2008a; 2008b) fundamentaram a análise do objeto da pesquisa e, com base nos estudos de Sennett (2006; 2009), são analisadas as características e a heterogeneidade do mercado de trabalho na atualidade. Os resultados revelam que os jovens egressos possuem sentimento de saudosismo e uma ampliação da visão pessoal de si e agradecimento pela passagem no Programa. Os impactos do Programa foram em torno das aprendizagens para a formação humana, dentre as quais destacamos a social (GOHN, 2010), englobando valores, ética, escolhas, o aprender a ser que envolveu postura comportamental, aprender a trabalhar em grupo, saber conviver, ouvir, comunicar-se, sugerir (liberdade), proatividade; incentivou os participantes a ter objetivos, comprometimento e amadurecimento. Os educadores pontuaram as aprendizagens teórica, cultural (GOHN, 2010) e o impacto por trabalhar com a(s) juventude(s) como descobrindo na prática do dia a dia a ser educador, aprendendo a lidar com as incertezas, o processo de humanização, socialização e a singularização, o processo de escuta e acolhimento, o aprofundamento na legislação que embasa o Programa, a importância do treinamento adequado e de ter um pedagogo gerindo a equipe multidisciplinar, o aprender a otimizar o tempo. Dessa forma, a pesquisa vai ao encontro das abordagens sobre a educação não formal que a contemplam como um processo sociopolítico, cultural e pedagógico de formação para a cidadania. / This study aims to analyze the effects of a non-formal education Program developed in Costa do Sol, Rio de Janeiro from, the perspective of young graduates, both learners and educators. The investigation considers the analysis of Programa Jovem Aprendiz by means of contextualization of the Brazilian Learning Act no. 10.097/00 and a theoretical/conceptual discussion on Gohn (2003, 2005a, 2005b, 2006, 2009, 2010) and Trilla (1993; 2008) nonformal education that contribute to the characterization of this type of education. Regarding the approach to public policies for the youth, Sposito and Carrano (2003) and Corrochano (2002; 2008a; 2008b) founded the analysis of the research object, and based on Sennetts studies (2006; 2009), the labor market and the contradictions of capitalism are analyzed. The results show that youngsters are nostalgic and an extension of the personal vision of themselves and an grateful for the happening of the Program. The effects of the Program were on the learning for human education, social relationships involving values, ethics and choices, learning to be that involved behavior, learning to work in a team, knowing how to live together, listen, communicate, suggest (freedom), proactivity, avoiding mistakes, managing time, having goals and commitment, improved critical analysis, different look, maturation etc. The educators have pointed out the most significant learning, such as selfdiscovery in daily practice, learning how to deal with uncertainties, the process of humanization, socialization and singularization, the process of listening and welcoming, amore serious study of the laws that found the Program, the importance of appropriate trainingand of having an educationalist to manage the multidisciplinary team, and learning how tooptimize time. In this sense, the research confirms Gohns (2010) studies on non-formaleducation as a social, political, cultural and pedagogical process to educate for citizenship, amove towards freedom, democracy, emancipation and autonomy, because we are not readyand finished; on the contrary, we are continuously learning.

The aim of this study was to gain an insight into how teachers work practically with the Communicative Oriented Curriculum in English and what factors that could influence the teachers’ methodology. The investigation partially replicated a study by Kırkgöz (2008). The study was conducted at three state elementary schools in Turkey by using multidimensional qualitative research procedures, including classroom observations and interviews. Results demonstrated that all participants showed attributes identified to an Eclectic-Oriented teaching approach placing them in the middle of a continuum from Transmission to Interpretation-Oriented teachers. The results were later compared with the original study displaying both a satisfying and unsatisfying outcome depending on a qualitative or quantitative comparison. Findings also indicated that a holistic perspective must be considered in order to interpret and understand the results.