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Due to environmental degradation caused by humans, there is a need for a behavioural change towards more sustainable behaviours. Although many studies have been made investigating environmentally friendly behaviours’ dependence on different factors, the results are inconsistent which partly can be explained by methodological weaknesses. Rather than following the footpath of previous research and using a statistical method, qualitative interviews are used in this study. The aim is to answer what determines environmentally friendly behaviour, how it is affected by situational influences, and how these factors interact. Five behaviours were investigated, and they are food consumption, energy consumption, everyday travel, long distance travel, and recycling. In the analysis, the four determinants health, comfort, economy, and environmental were identified. The behaviours are further affected by situational influences, such as distances and costs, that create barriers for environmentally friendly behaviours. In this study it was found that no factor is the only influence of a behaviour, but there is always an interaction. Either the factors work together and encourage an environmentally friendly behaviour, or they work against each other and discourage an environmentally friendly behaviour.

This study sought eight grade students’ experiences of verbal production in the English classroom. From the perspectives of foreign language anxiety (FLA) and willingness to communicate (WTC), what are the students' experiences of verbal production, in what situations are students willing to communicate and in what situations are they not? A quantitative study was conducted using a self-report paper questionnaire, consisting of Nilsson’s (2019) modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) in conjunction with open-ended questions. The result indicates that verbal production causes a high level of foreign language anxiety, and that the students' willingness to communicate increases and decreases depending on stable and situational variables that influence a student's willingness to use their L2. The findings of this study are beneficial to English teachers by raising awareness of FLA and WTC and their presence in our classrooms. The greatest beneficiary of this study is L2 language teachers, who will be inspired to create a classroom environment where the students seek opportunities to engage in verbal production.