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Matsumoto, Yasuyo. "Investigating classroom dynamics in Japanese university EFL classrooms." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/296/.
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Since 1868 to the present day, the Ministry of Education, Sports, Science and Culture (MEXT) has implemented many reforms to enhance English education in Japanese universities. However, much still remains to be done to improve the situation and one of the biggest hurdles is the fact that there are many unmotivated students in Japanese university EFL classrooms. This thesis explores the reasons for this problem by focusing on inter- and intra-relations between teachers and students in this context. Data were collected through classroom observations, interviews and questionnaires. The study employs both qualitative and quantitative research methodologies and uses space and methodological triangulation in order to overcome parochialism. My conclusions are that: 1) Visible and invisible inter-member relations exist between members of university classes and their teachers; 2) The teacher's behaviour affects the students' behaviour and impacts on their learning; and 3) Cooperative learning has a positive influence on language acquisition; 4) Japanese university students may not perceive how little interaction they have with their teacher; 5) Students exhibit gender differences in terms of the types of problems encountered and the ways in which they deal with them, but some problems are dealt with negatively by female and male students alike; and 6) Teachers appear not to perceive the problems and when they do they often deal with them by using negative strategies.
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Braga, Maria do Carmo de O. "Humor in the efl classroom." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/78536.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-17T15:39:43Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T17:09:51Z : No. of bitstreams: 1 170590.pdf: 2930225 bytes, checksum: bcd7c5afd9dbaf291df2153a5dbd34ca (MD5)
Esta pesquisa descreve a interação de sala de aula occorrida naturalmente na aula de inglês como língua estrangeira. A investigação basea-se em métodos etnográficos (Erickson & Shultz, 1981; Erickson, 1992) e segue a perspectiva teórica da Sociolingüística Interacional, com o intuito de analisar a linguagem em um contexto da aula de inglês como língua estrangeira. Primeiramente, justifico meu interesse pelo tópico da motivação e da postura e, em seguida, proponho a abordagem do mesmo sob uma perspectiva sociolingüística, através da análise de situações de humor que ocorrem durante atividades de correção. Em seguida, na revisão da literatura, discuto os conceitos tradicionais e as novas perspectivas relativas ao tópico. Na próxima seção, exponho os procedimentos metodológicos utilizados na pesquisa, descrevendo as etapas que sigo para a coleta e análise dos dados. Na primeira seção do capítulo da análise, classifico e descrevo seis de participação que foram encontradas nos segmentos analisados. Na segunda seção, treze segmentos nos quais ocorrem situações de humor são analisados.
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Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.
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Mahdi, Diana, and Noha Saadany. "Oral Feedback in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34843.
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Lärare använder sig av olika metoder för att hjälpa studenter att utveckla de verktyg de behöver för att lära sig engelska, eller något annat ämne. En metod här är muntlig feedback, som används för att uppmuntra elever eller korrigera dem när de utför språkliga fel. Vårt mål med detta examensarbete är därför att undersöka vilka typer av muntlig feedback som kan hittas i ett klassrum där man lär sig engelska som främmande språk och vilka attityder som både lärare och studenter kan ha gentemot muntlig feedback. Tre typer av undersökningsmetoder har använts: observationer, intervjuer och enkäter. Resultatet visar på att studenter förhåller sig positivt till muntlig feedback i klassrummet, särskilt explicit corrective feedback. Däremot var denna typ av feedback minst använd i klassrummet på grund av att lärarna tror på andra typer av feedback vara mer fördelaktiga.Teachers use different methods to help students acquire the tools needed to learn English, or any other subject for that matter. One method is oral feedback, which is used to immediately encourage students or correct them when making an error. Our aim is therefore to investigate what kind of oral feedback can be found in a EFL-classroom and what attitudes both teachers and students have towards oral feedback. Three types of research tools were used: observation, interviews and questionnaire. The results show that the students were positive to oral feedback in the classroom, especially explicit corrective feedback. On the other hand, this type of feedback was the least used one in the classroom due to the teachers’ believing that other kinds of oral feedback are more beneficial.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Quality Language Assessment in University EFL Classroom." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67254.
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In recent years, teachers have become increasingly interested in the
methodology by which the attitudes, knowledge and skills of EFL learners
can be constructively developed. In line with this strand, European
language examinations focus upon assessing a learner’s ability to use the
language, and do not concentrate on testing whether learners can recite the
rules of the language, or how many words they have learned, or whether
they sound like a perfect native speaker. Modern language assessments are
not interested in whether students can transform isolated sentences into
paraphrased versions, or whether they can give a definition of a word out –
or even within – the context. They are also rarely interested in whether the
learner can translate sentences in his/her first language into the target
language, or whether (s)he can translate sentences from the target language
into the mother tongue or, indeed, whether (s)he can give the mother
tongue equivalent of an underlined word in an English passage.
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Andersson, Sigrid. "Pronunciation Teaching in the Swedish EFL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34572.
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This essay aims to explore how Swedish teachers of English view the shift from a Native Speaker ideal to English as a Global Language in connection to pronunciation teaching. The essay also aims to explore how the teachers teach this in practice. By interviewing five professional teachers, the results of the study showed that most of the teachers did not teach pronunciation explicitly and believed that pronunciation teaching should be integrated into other parts of language learning. None of the teachers claimed to expect their students to be able to speak with a native accent but believed that the previous views on pronunciation teaching, to some extent, still lingers on. Furthermore, all teachers did use American English or British English when teaching pronunciation but did not expect their students to use these dialects when speaking English. The teachers believed that their students mainly spoke with a dialect influenced by American English since this dialect is what the students mostly hear outside the classroom.This essay is primarily relevant to Swedish EFL teachers and students who are becoming teachers of English, but this study may also contribute to global research within pronunciation teaching. Because of the lack of guidelines regarding pronunciation teaching in the syllabus, the insight in the views and teaching methods of pronunciation teaching can function as a guideline and inspiration for how to teach pronunciation in a continuously globalized world where the views on the English language continually changes.
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Bergsleithner, Joara Martin. "Grammar and interaction in the EFL classroom." Florianópolis, SC, 2002. http://repositorio.ufsc.br/xmlui/handle/123456789/82346.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-19T14:13:42Z (GMT). No. of bitstreams: 1 194824.pdf: 467121 bytes, checksum: 05bb795a60ded20979e1259ccb416841 (MD5)
O objetivo da presente dissertação é investigar, através de uma perspectiva sócio-cultural, como um grupo de aprendizes lidam com a gramática numa sala de aula de inglês como língua estrangeira (LE) ambos com o seu professor e entre eles mesmos. Com essa finalidade, este estudo objetiva investigar as seguintes questões: a) se o professor e os aprendizes enfocam na forma; b) como o professor e os aprendizes lidam com forma, função e significado; c) quais mecanismos de consciência lingüística são desenvolvidos; e d) quais elementos discursivos são usados nos episódios de foco na forma. O Capítulo I revisa a instrução formal, ou o foco na forma, na sala de aula de inglês como LE, que é um assunto controverso polêmico em se tratando de como ela pode ou não contribuir para o desenvolvimento lingüístico. O Capítulo II descreve a metodologia usada neste estudo, o qual foi desenvolvido através de uma pesquisa etnográfica, envolvendo técnicas qualitativas como anotações, gravações e filmagens. Os dados foram coletados em uma sala de aula de inglês (LE), num nível intermediário. O Capítulo III apresenta a análise dos dados coletados. Na análise, a instrução formal é examinada com uma abordagem sociocultural. Na conclusão, as quatro perguntas de pesquisa propostas neste estudo são respondidas. Os resultados revelam que alguns mecanismos de consciência lingüística e alguns elementos discursivos, encontrados nos dados, foram usados pelo professor e pelos alunos para enfocar na forma através de andaimes em situações de diálogo. Finalizo esta dissertação sugerindo algumas implicações pedagógicas, indicando algumas limitações deste estudo e oferecendo possibilidades para pesquisas futuras nesta área.
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Trevisani, Ana Paula. "Implementation of reading tasks in efl classroom." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/88041.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/inglês e Literatura CorrespondenteMade available in DSpace on 2012-10-22T05:03:16Z (GMT). No. of bitstreams: 1 209126.pdf: 3328873 bytes, checksum: fe99a26d3a63a3d87b79ba3b2f0092de (MD5)
A Pesquisa em Sala de Aula prima por representar uma abertura para se investigar o que realmente acontece dentro da sala de aula (Allwright & Bailey, 1991). No que se refere ao ensino de língua, esse tipo de pesquisa representa a possibilidade de estabelecer elos entre a teoria e a real prática do processo ensino/aprendizagem. Nesse contexto, realizou-se um estudo de natureza qualitativo-etnográfica (Watson-Gegeo, 1988) em uma sala de aula de leitura em inglês como LE, objetivando descrever relações entre professor, alunos e textos durante a implementação de atividades de leitura. Foram analisadas interações verbais entre os participantes, gravadas durante a implementação dessas atividades pela professora em sala. Dois tipos principais de atividades foram identificados na sala de aula estudada: Atividades Complementares (implementadas com base no livro didático) e Atividades Individuais (implementadas esporadicamente, em momentos que a professora costumava chamar de "intervalos"). Amostras dessas atividades implementadas foram selecionadas e analisadas em duas etapas: 1) análise de sinais de interação, para descrever a relação entre professora e alunos; 2) análise de mediação de texto na interação professora-alunos, para descrever a relação entre participantes e textos. Concluiu-se que tanto o gerenciamento das atividades pela professora como o tipo de atividades propostas tiveram um papel significativo no fortalecimento da relação estabelecida entre professora, alunos e texto na implementação das atividades de leitura. Ainda, no caso das Atividades Complementares, evidenciou-se uma maior preocupação com a prática das estratégias de leitura em detrimento da compreensão do texto como um todo.
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Skog, Emma. "Literature in the EFL Classroom : How EFL Teachers in a Few Swedish Secondary Schools Use Novels in Their Classrooms." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72043.
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Since 2011 The Swedish Curriculum for the compulsory school from 2011 (revised2018) states that different types of text that should be taught in EFL classrooms inSweden are “Literature and other fiction” (Skolverket 37). In my essay, I examine theuse of novels in the English as a Foreign Language (EFL) classroom in a few Swedishsecondary schools. What types of novels are used and what kinds of assignments aregiven to the pupils during a reading project? Are there any differences in how teachersuse novels in their classroom depending on previous experience? To find out why andhow one may use literature in the EFL classroom I made a literature review, and inorder to answer my questions about how novels are used in a few Swedish EFLclassrooms, I made a survey, consisting of a questionnaire, for EFL teachers. In my literature review I find that researchers and teacher manualspropose the use of either authentic novels or Graded Readers in the EFL classroom.The respondents of my survey agree with this as the majority of them use Young Adultnovels and Graded Readers. Most common among the respondents of the study is tolet the students talk about the novel they read together in groups, a type of assignmentthat is supported by research and teacher manuals. In my study I cannot find any solidsupport that previous experience affect the use of novels in class.I den svenska kursplanen för engelska står det att ”skönlitteratur och annan fiktion”(Skolverket 2018, 36) ska användas i undervisningen på högstadiet. I den häruppsatsen undersöker jag hur romaner används i engelskaundervisningen på någrasvenska högstadieskolor. Vilken typ av romaner används och vilken sorts uppgifter fåreleverna arbeta med under ett läsprojekt? Finns det några skillnader i hur mananvänder romaner i undervisningen baserat på tidigare erfarenheter? För att ta redapå varför och hur man ska använda skönlitteratur i undervisningen gör jag enlitteraturgenomgång. För att besvara mina övriga frågor genomför jag en studie medhjälp av en enkät för engelskalärare.I min litteraturgenomgång visar det sig att forskare och handböcker framhålleratt autentiska romaner och s.k. Graded Readers är vad som bör användas. Min studievisar att respondenterna använde just autentiska ungdomsromaner och GradedReaders i sin undervisning. Dessutom lät majoriteten av lärarna i studien sina eleverjobba med litteraturen genom att samtala i grupper, vilket framhävdes som ettfördelaktigt arbetssätt även i litteraturgenomgången. I studien fann jag inget stöd föratt tidigare erfarenhet påverkar hur man använder romaner i sin undervisning.
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Wikström, Hannah. "Reading Drama in the EFL Classroom : An Analysis of the Potentials in Using Drama in the Swedish EFL Classroom." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, Ämnesforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49983.
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This study aims to examine the potential of reading dramatic scripts in the Swedish EFL classroom, using the play Top Girls by Carol Churchill as an example. In particular, it focuses on how literary theory and different aspects of feminism can be taught through the use of the play. The study is conducted through a textual analysis of the play’s main characters and the Swedish National Syllabus. The results show that there is a great potential in working with dramatic literature in the EFL classrooms. Using drama is effective in the way it covers several aspects of the core content of English in upper secondary school, and may be used to develop language skills, cultural understanding and critical thinking. The play contains complex ideas about different types of feminism, and the two main characters Joyce and Marlene represent two ways of striving for equality between men and women. These ideas are, in other words, represented by and embodied in the two main characters, which could make the ideas easier for students to understand.
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Karlsson, Emelie. "Literature in the EFL Classroom : Teachers’ attitudes on the use of literature in the EFL classroom for grades 4-6." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27437.
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English is an important language since the world is becoming more interconnected and it is central to motivate Swedish pupils to study language. The Swedish Agency for Education states that motivation and learning increase when pupils access a living language and that teacher therefore should use authentic material. Yet, teachers of the English subject still rely a lot on textbooks. The aim of this study is to highlight the use of literature in the EFL classroom for grades 4-6, and to investigate teachers’ attitudes to the use of literature and also examine how they use literature and what they want to achieve by that use. To answer those questions an empirical study was conducted through interviews and a questionnaire. The main findings of this study are that teachers have a positive attitude towards using literature with their pupils and wants to use it more than they currently do. The main reason teachers use literature is to increase the pupils’ vocabulary and help them learn grammatical patterns as well as increasing their motivation. The most commonly used method is reading aloud. However, there are some hindrances for using literature such as the poor availability of English literature in schools.Engelska
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Weijnblad, Malin. "Language use in the Swedish EFL Classroom : An empirical study on teachers’ language use in the Swedish elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24784.
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In this empirical study, the aim is to investigate how and why teachers in five elementary classes in Sweden use the target language and first language respectively in the EFL classroom. In addition to investigating the teacher perspective, pupils are also asked how they perceive their English teacher’s choice of spoken language in the EFL classroom. The study has a theoretical base in Krashen’s (1982) Second Language Acquisition Theory, as well as previous research on teachers’ language use in the EFL classroom. The study revealed that the participating teachers use the target language mainly to instruct, and to encourage their pupils to produce English themselves. The study also showed that the first language is used to aid comprehension and to explain when the pupils do not seem to understand what is said in English. Furthermore, some of the participating teachers expressed a desire to use more target language in their teaching, while feeling obligated to speak Swedish to make sure all pupils understand. The results of the study also show that participating pupils find English in general to be both easy and fun, in one or several aspects, and that most of the pupils in the study appreciate their teacher using the target language during English lessons. Another conclusion that can be drawn is that more research is needed regarding how teachers’ linguistic choices actually affect pupils’ communicative proficiency in the English language.Engelska
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Ståhlberg, Sophie. "Using Literature in the Upper Secondary EFL Classroom." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34935.
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The Swedish upper-secondary level curriculum defines the English language as a necessary skill that the students need to be able to take part of the world around them, to participate in different social and cultural contexts and to learn about the world and broaden their horizons. In the curriculum, it is also stated that English literature is to be illustrate the different aspects of the English language. Literature is, in fact, introduced as a vital tool for the teachers of English. The purpose of this essay is to explore English teachers’ reasons and goals for using literature when teaching English, as well as their opinions on how literature should be used and is used in the English classroom. The results show that teachers see literature as a strong pedagogical tool that they use to help their students develop social and cultural understanding, as well as a tool for learning and studying the language itself. The problems encountered are the students’ negative attitude towards literature and their lack of motivation as well as planning and conducting literature-based teaching within a restricted time frame. All the teachers that took part in the study wished that they could use literature in a more extensive way and saw it as a great source for teaching a foreign language.
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Mulyono, Herri. "Technology enhanced collaborative writing in Indonesian EFL classroom." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/20360/.
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This study reports on the use of two types of technology in collaborative writing in English as a foreign language (EFL) classrooms in Indonesia: e-collaborative computer assisted language learning (CALL) and e-resources CALL. In particular, it investigates: 1) teachers’ and pupils’ perceptions of collaborative writing; 2) teachers’ and pupils’ perceptions of technology use in EFL collaborative writing; and 3) the effects on pupils’ writing achievements of the two types of technology integration in EFL collaborative writing. This study employed a mixed methods approach. Six teachers and 192 pupils from six schools participated in this study, were selected using two sampling strategies, purposive and random cluster sampling. They were assigned to three research groups: an experiment group that undertook EFL collaborative writing with access to e-collaborative CALL, an active control group that used e-resources CALL, and a passive control group that had no access to technology. Interviews with teachers and focus group interviews with pupils were conducted to investigate their perceptions of collaborative writing and technology use in EFL collaborative writing. These qualitative data were analysed using thematic analysis. In addition, writing tests were given to the pupils before and after an intervention to evaluate the effect of technology use on pupils’ writing achievements. Non-parametric tests were carried out to analyse these quantitative data.
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Neff, Peter Edward. "Peer Review Use in the EFL Writing Classroom." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/329896.
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CITE/Language ArtsEd.D.
This study was an examination of peer review use in English composition courses at a Japanese university. Approximately 100 students in four writing classes engaged in four modes of peer review modes: face-to-face, handwritten (both on-draft and using an evaluation sheet), and computer-assisted. The learners in the study represented a range of proficiencies, from lower-intermediate to advanced, so the assigned writing passages were limited to single paragraphs rather than full-length essays, which has typically been the case in prior research in this area. Each peer review session was preceded by training in peer review, including modeling and whole-class editing, as well as suggestions for each particular mode the learners participated in. After each session, students completed questionnaires in order to assess their evaluations of the activities, both as reviewers and comment receivers. The questionnaire data were then analyzed using a variety of statistical methods--including Rasch analysis descriptive statistics, and parametric and non-parametric measures--first to validate the questionnaire instrument, and second to ascertain the degree to which each peer review modes was viewed favorably or unfavorably received by the participants. Additionally, the participants' written drafts and peer comments were quantitatively and qualitatively analyzed in order to answer several research questions that focused on: the number and type of peer suggestions the learners made in each mode, the number and type of suggestions that were incorporated into later drafts by the authors, the degree to which suggestions and revisions were affected by learner proficiency, and the accuracy of the peer suggestions. For the research questions concerned with learner evaluations of the peer review modes, findings were mixed. The participants responded favorably to reading others' drafts and receiving comments, but they were less comfortable reviewing and making suggestions for their peers. Computer-assisted peer review was the most positively received overall, particularly from those in the High Proficiency Group. Person measures for Low Proficiency learners, on the other hand, were generally higher for on-draft peer review, while those for Intermediate Proficiency participants tended not to indicate strong endorsement for any particular mode. In order to answer the next set of research questions, the participants' drafts and peer suggestions were analyzed. Most of the learners' suggestions, particularly for those in the Low Proficiency Group, tended to be local in nature, concerning such areas as word choice, grammar, and mechanics; fewer suggestions were made at the sentence- or whole-text-level. In terms of incorporation of suggestion by authors into later drafts, oral peer review led to the highest rate of suggested revisions while review using an evaluation sheet of guided questions resulted in the lowest rate. Learner proficiency did not have a significant bearing on suggestions or revisions, except in the case of the High Proficiency Group, whose members made significantly more suggestions during computer-assisted peer review than during the other modes. Finally, over 73% of peer suggestions were determined to be accurate across all four modes. These findings indicate that peer review can work on even the most limited of scales with learners of even modest language proficiency. No single mode of peer review succeeded in all areas, and instructors are encouraged to blend different modes if possible. However, if a single mode is preferred or required, computer-assisted review is strong choice.
Temple University--Theses
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Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
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Zhao, Xin. "English as a Foreign Language (EFL) learning through classroom interaction : an investigation of participants' collaborative use of speech prosody in classroom activities in a secondary EFL classroom." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675689.
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Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching and learning. Informed by Community of Practice theory (Lave and Wenger, 1991) and Academic Task and Social Participation Structure (Erickson, 1982), which place participation at the core of the learning development, the current research employs an exploratory case study to examine the function of speech prosody during the co-construction of classroom talk-in-interaction in and between different classroom activities (e.g. whole class instruction, group discussion, group presentation, etc.). Audio–video data of classroom lessons were collected over a two-month period. Transcribing conventions described by Atkinson and Heritage (1984) were adopted to note the prosodic features in the recordings. Prosodic features such as pauses, volume, intonation, and speech rate were set as the main criteria for analysing the classroom talk. Analysis of the transcripts showed that speech prosody can function as a coordination tool for language learners to organise their social participation roles in collaborative learning activities (e.g. forming alignment, managing turn-taking, signalling repair sequences, etc.). The research also showed that prosody can function as a pedagogical tool for language teachers to manage classroom interactional ground (e.g. provide scaffolding, align academic task structure and social participation structure, frame classroom environment, etc.). Moreover, the research showed that prosodic analysis can be an effective tool in unfolding the pedagogical importance of classroom interaction (e.g. IRE/F sequences) in classroom teaching and learning.
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Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
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The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
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Mohabbatsafa, Mona. "The impact of language games on classroom interaction in an Iranian EFL primary classroom." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376647/.
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Östlund, Fredrik. "British vs American English : Pronunciation in the EFL Classroom." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31.
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Today English is a world language; it is spoken by millions both as first and second language almost all over the world. The varieties best known to Swedish pupils are the varieties British and American English. Another variety of English, which is spoken by both native and non-native speakers, is a mixture of British English and American English called Mid-Atlantic English. As long as the English language has been a part of the Swedish curriculum, the leading variety taught has been British English, but lately American English has influenced Swedish teenagers because of its prominent status in media. Since both British English and American English are used in Swedish schools, different attitudes can be perceived among pupils and teachers towards these two varieties. The aim of this paper is to determine if Swedish pupils are using British or American English or if they mix these two varieties. Attitudes and prejudice amongst pupils and their teachers towards these two varieties are looked into as well as whether the pupils speak the variety of English they claim they speak. The question of why the pupils speak the variety they do is also investigated. The results show that most pupils mix British and American English and that American English features predominate in the mix. According to this investigation, teachers and pupils find British English to be a bit “snobbish” while American English can sound a bit “cocky” to them. This investigation concludes that the two major influences on the pupils are their teachers and different kind of media.
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Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
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Warayet, Abdalla Mustafa. "Participation as a complex phenomenon in the EFL classroom." Thesis, University of Newcastle upon Tyne, 2011. http://hdl.handle.net/10443/1322.
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The present study is concerned with the process of how EFL learners organise their classroom participation. Although oral engagement is considered the main indicator of student participation, opportunities to participate in oral discussion are not always available to all students due to different issues, (e.g., a large number of students in the class). The main focus of this research is therefore to describe how students participate in classroom discussion through other modes rather than explicit oral participation. This study involves the analysis of different forms of student participation used alternatively in EFL classrooms. Such forms related to the ongoing discussion are employed for different purposes by EFL students. Since previous studies have focused on verbal participation such the interrelated issues between teacher-student exchanges, much remains to be learned about the micro-interactional practice used by language learners to participate in classroom interaction. Therefore, this study aims to extend the existing knowledge of student participation in EFL classrooms. The analysis of data is based on Conversation Analysis (CA) methodology which can be used to analyse language and its environment, including a combination of talk and the use of body in the classroom context. The data base consists of about 14 hours of video and audio recorded lessons taken from second and third-year students of English Departments in Libyan universities. The reason for using video and audio recordings is that to have good chance for deep analysis of talk and embodied action. The findings show that there are other forms of student participation, including embodied action and desk talk. Embodied action analysis reveals that students as collaborative members rely on a variety of embodiments to sustain classroom interaction. The results obtained from this analysis provide evidence of the extent to which such these embodiments are exploited by language learners to participate in their classrooms. This means that students are not only orally participating but they are also non-orally constructing a kind of group participation through distributing meaningful signals. Such signals include different patterns of gazes, facial expressions, nodding heads body orientation and movements towards teacher or class. In addition, the findings show that desk talk produced beyond teacher-student talk is actually relating to the ongoing discussion. Students produce such desk talk in order to cope with ongoing discussion and to compensate for their lack of explicit oral opportunities to participate in classroom discussion.
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Красуля, Алла Вікторівна, Алла Викторовна Красуля, and Alla Viktorivna Krasulia. "Blended Learning: Advantages and Disadvantages in the EFL Classroom." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67256.
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Language education refers to the process and practice of acquiring a
second/foreign language. It primarily is a branch of applied linguistics,
however can be considered an interdisciplinary field. Increasing
globalization has created a great need for people in the workforce who can
communicate in multiple languages.
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Ahlner, Boel, and Thorsén Emma Henriksson. "Students’ acceptance to teacher interventions in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31836.
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The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the interventions which research and the respondents somewhat agreed on, were Ignore, Stare, Approach and Parents/principal. Lastly, the two interventions which research and the participants disagreed on, were Stop it and Other room. There is a need for more research on students’ acceptance of interventions; therefore, we recommend future researchers to investigate it further.
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Leeming, Ian Paul. "EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/268203.
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Applied LinguisticsPh.D.
Small groups are integral for many activities in the foreign language classroom and their pedagogical importance is well established. Despite the widespread use of groups in foreign language education, there is a dearth of research investigating group processes and the impact of emergent leaders within these groups. This mixed-methods, longitudinal study was designed to first establish the presence of emergent leaders within an SLA context, and then to investigate the factors influencing who will emerge as the leader, and the impact they have on the views and performance of the group. First-year students majoring in science at a private university in western Japan were placed into three English Communication classes depending on their major within the school, and further randomly assigned to small groups of three to four people within each class. Students worked together in these groups for the first semester spanning 14 weeks and were required to take part in group presentations and group discussions. Measures of aural and general English ability, English communication self-efficacy, and the Big Five dimensions of personality were used to predict who would emerge as leaders within each group, and group and individual change was tracked using measures of self- and collective-efficacy. Participant and video observation, and interview data were used to provide rich description of the intra-group processes. In the second semester the students were allowed to self-select their groups, which were then fixed for the 14-week course. The first finding of the study was that leaders emerged in the small groups in this context, and proficiency in English was found to be the only consistent predictor of group leader emergence, with extroversion predicting initial perceptions of leadership only. The second finding of the study was that individuals' perceived leadership was relatively stable when in the same group, but that when the group makeup was changed there were large differences in the perceived leadership scores, suggesting that leadership behavior depends on the group in which students are in, and that group makeup influences individual student behavior. The third finding was that different types of leader were found to exist, with visible leaders who were easily identified by the teacher, and invisible leaders who were recognized by group members to be leader, but not clear to the teacher. The fourth finding was that collective-efficacy was existed as a group-level construct in this context, and growth models showed that self-efficacy increased for students in both the first and second semesters, and that the group experiences in the first semester seemed to influence rates of change in self-efficacy in the second semester, suggesting that the products of previous group experiences carry into subsequent group work and affect attitudes and behavior. The fifth finding was that students select group members based on friendship, but that students had mixed preferences with regard the choice between random group formation and self-selection into groups. Students almost universally felt that changing group members at regular intervals of several weeks was beneficial. Overall the study highlighted the importance of group makeup, and particularly leadership in this context, and showed that behavior in the language classroom was heavily influenced by group members.
Temple University--Theses
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Tourn, Travers Leticia. "Phonological awareness and explicit instruction in an EFL classroom." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/470.
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Johnstone, Daniel Goidanich. "Design and use of test in the EFL classroom." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/171455.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.Made available in DSpace on 2016-12-13T03:11:06Z (GMT). No. of bitstreams: 1 342979.pdf: 16395543 bytes, checksum: ce124781b3e817629a4363dd3b6f0c0b (MD5) Previous issue date: 2016
Abstract : This Dissertation reports on a documental and empirical study of testitems in EFL classroom testing situations on a specific institution. Thereare affects and effects of classroom testing in educational settings for allthe participants involved, in this case, the institution, the teachers and thestudents. Approaches to language testing are put in contrast to test itemformats, as proposed by teachers in the tests they design themselves. Byreporting the content analysis of test items, and their outcomes onstudents production and teachers? given feedback, and through furtherinformation collected from teachers via semi-structured interviews, basedon their conception of classroom testing, test items, and feedback, andusing assessment literacy as a best practices framework for proposingtests, the objective of the present work is to analyse how teachers use testsin their classrooms. This methodology has been developed to concernpre-test, test, and post-test stages, and based on evidence from the corpusanalyses of collected tests, proposed and corrected by teachers andperformed by students, triangulated with the data collected from theinterviews with the participant teachers. Findings from the data analysisshow that teachers, in some cases, are unable to justify the test items theypropose according to the literature in the area. It is suggested that there isa need for a less codified terminology of language approaches to testingand their outcomes when put into practice, in order for teachers toconsciously propose coherent tests for the courses they lecture inaccordance to language approaches.
Esta Dissertação apresenta um estudo documental e empírico sobre itens de teste na sala de aula de inglês como língua estrangeira. Testes em sala de aula afetam todos os participantes envolvidos, neste caso, a instituição, o professor, e os alunos. Abordagens para testes de línguas são colocados em contraste com os formatos de itens de teste propostos pelos professores para suas aulas. Ao reportar a análise do conteúdo dos itens de teste e seus consequentes resultados nas produções dos alunos e comentários dos professores, e usando letramento de avaliação como estrutura para boas práticas para os testes propostos, o objetivo deste trabalho é analisar como os professores usam testes em suas salas de aula. Esta metodologia foi desenvolvida para abranger as fases de pré-teste, teste, e pós-teste, e baseado na evidência da análise de corpus dos testes coletados, propostos e corrigidos pelos professores e respondidos por alunos, triangulado com os dados coletados nas entrevistas com os professores. Os resultados das análises dos dados mostram que os professores em alguns casos não são capazes de justificar suas escolhas nos itens de teste que eles propõem de acordo com a literatura na área. É sugerido que há uma necessidade de uma terminologia menos codificada para abordagens para testes de língua e instrução de linguagem, de modo que os professores sejam capazes de conscientemente propor testes coerentes com os cursos que eles ensinam.
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Henriksson, Martina. "Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19886.
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This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.
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Brodin, Alexander. "Gender bias and teachers in the EFL classroom in 4-6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34593.
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In the curriculum for the compulsory school it is stated that teachers should provide gender equal environments free from gender bias. Furthermore, some researchers suggests that the EFL (English as a foreign language) classroom in particular is an important place for the regulation and production of gender. As a result, I decided to explore some EFL teacher’s attitudes towards gender bias and how they work with gender equality in their classrooms. To do this, I conducted semi-structured interviews with two 4-6 EFL teachers. Prior research on the subject suggests that EFL teaching materials often contain gender biased depictions. Despite this, some researchers do not consider this a problem since teachers should be able to work around these types of issues. Instead, looking at research on how much attention boys and girls receive in the classroom, boys often come out on top. However, this is likely due to the teacher more frequently telling the boys to not disturb their classmates. When it comes to students own attitudes, some research claims that boys undermine girls in the classroom and consider femininity as something negative. Shifting focus to the consequences of gender bias, research proposes that it may result in passivity and lack of self-esteem for the victim. Lastly, according to research, some strategies for counteracting gender bias includes teachers having students reflect on the problems with gender bias, changing the gender of characters in texts and alternating between boys and girls when asking questions to ensure a gender equal distribution of talking time. Through the two interviews I conducted, I learned that both teachers have seen consequences of gender bias similar to those described in the research. They also agree that there are norms affecting student’s behaviors that may restrict their participation and learning. The male norm is brought up as something particularly bad. To discourage these norms, and gender bias in general, the two teachers suggests several strategies. This includes complementing traditional teaching materials with more nuanced sources, encouraging a critical stance in terms of discourse, making sure that every students is active and placing their desks strategically.
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Pålsson, Pontus. "Using Swedish in the EFL-classroom : An Interview Study on Swedish Upper Secondary Students’ Attitudes towards Teachers’ L1 use in the EFL-classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21595.
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There is very little focus in previous research on first language (L1) use by teachers in the upper secondary English as a foreign language (EFL) classroom from the students’ perspective. In this context and from a Swedish perspective, this thesis examines what attitudes students in the Swedish upper secondary school have towards their teachers’ use of L1 (Swedish) in the EFL-classroom. The method used was qualitative semi-structured interviews, where nine students in total were interviewed. The collected data was then coded, thematized and categorized. The results show that the students mainly believed Swedish should be used when teaching vocabulary, when teaching grammar and for classroom management. They did not believe the L1 should be used by them in questions and answers and in general talk in the classroom. They also endorsed an overall judicious use of Swedish by their teachers and that their use of this language should be adjusted to the specific teaching group. Finally, it can be concluded that further research is needed on how the L1 can be used judiciously in particular situations and on what attitudes students of varying proficiency and age, as well as students who do not have Swedish as their L1 have towards teachers’ L1 use in the EFL-classroom.
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Pålsson, Pontus. "L1 Use in the EFL-classroom : A Literature Review on Teachers’ Use of the L1 in the EFL-classroom on Upper Secondary Level." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21121.
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Even though English should mainly be used in the EFL-classroom according to the Swedish national curriculum, some recent scholars have argued that a judicious use of the students’ L1 by the teachers in some particular situations may benefit the learning environment there. From this context, this thesis examines what research says about in what particular situations the L1 is used by teachers in upper secondary EFL-classrooms as well as the teachers’ and the students’ attitudes towards this practice. The method used was a systematic literature review, where seven articles from all across the globe were analyzed, compared and synthesized. The results show that the L1 was mainly used by the teachers when managing discipline, when explaining grammar and when teaching vocabulary. However, the articles did not conclude how the L1 could be used strategically by the teachers. Concerning the teachers’ and students’ attitudes, the majority of these were positive towards L1 use by the teacher in the above mentioned situations. However, the teachers were not aware of how the L1 could be used by them in a judicious and a strategic way. Lastly, it can be concluded that more research is needed on how the L1 can be used more strategically by the teachers as well as on the students’ perspective on this.
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Johansson, Johanna. "Benefits of Songs in the ESL Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41364.
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One can argue that songs offer a useful learning opportunity for learning English as a second language since it includes the combination of music and text. Therefore, the purpose of this paper is to examine in what ways songs can affect the ESL classroom. The aim is further to compare and apply the findings to a Swedish upper secondary school context to examine how development can take place for ESL learners in Sweden. Moreover, the approach to this study consisted of a literaturereview of articles within the research area, which were used to answer the two research questions: To what extent can the use of songs in the ESL classroom stimulate incidental vocabulary learning?Additionally, what are other potential benefits from using songs in the ESL classroom? The results were unified regarding the main question of songs and vocabulary acquisition; all findings included positive effects of songs on incidental vocabulary learning and retention of new words. Moreover, implementing songs in the ESL classroom showed more positive attitudes towards school among students and teachers; in addition, the results indicated on a decrease regarding anxiety and stress among the learners. Furthermore, the Swedish National Curriculum emphasizes the importance of a positive classroom environment for the learners, and the syllabus for English requires a variety of texts, in which songs can offer useful learning conditions for vocabulary acquisition. Therefore, the song-based approach is presented as suitable for a Swedish upper secondary classroom.
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Weijnblad, Malin. "Language use in the EFL classroom : A literature review on the advantages and disadvantages of teachers’ choices of instructional language in the EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24005.
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This literature review investigates what previous research has found regarding target language use in the Elementary EFL classroom, and what different views there might be on communicating in English during English lessons. The study is conducted with Stephen Krashen’s (1982) Second Language Acquisition Theory as theoretical perspective. Findings show that one important reason for target language use in the EFL classroom is increasing the target language exposure to provide opportunities for the pupils to develop their language proficiency, while first language is used to instruct, translate, scaffold, explain, and facilitate and confirm learning, to discipline and criticise, and to give feedback and positive reinforcement. The results from the five reviewed studies in this thesis imply that both target language and first language have their place in the EFL classroom, and that the teachers’ choice of which language to use is highly individual. They also indicate that vocabulary acquisition and communicative skills call for different language approaches, and that different language theories apply to different teaching situations. Another conclusion from this review is that further research on teachers’ choices of instructional language is needed, as are further investigations of pupils’ preferences and in what situations they benefit from target language and first language respectively.
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Mc, Carthy Christopher. "Interactional Corrective Feedback and Context in the Swedish EFL Classroom." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8032.
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This paper examines the distribution of corrective feedback in the Swedish EFL classroom, and the relationship between the context of teacher-student exchanges and the provision of feedback. Corrective feedback was categorized in six types as being ‘recasts’, ‘explicit feedback’, ‘repetition’, ‘elicitation’, ‘metalinguistic feedback’, and ‘clarification requests’. In parts of this study, the latter four types were classed together as ‘prompts’ because they aim at pushing the students to say the correct forms of language. Student exchanges were defined in four ways: content, communication, management, and explicit language-focused exchanges. The results show the number of moves per category of corrective feedback type used by each of the teachers, the overall number of feedback moves per context, and even the overall number of feedback moves provided by each teacher in each context. The findings indicated that recasts yielded the highest number of feedback moves. Recasts were also the favored feedback type provided by the teachers. However, when recasts were compared to prompts, prompts were used often by teachers, and thus suggesting that at least two of the teachers usually pushed their students to say the correct form. The findings also indicated that explicit language-focused exchanges yielded the highest number of feedback moves, whereas management exchanges had the fewest. In conclusion, this study suggests that context plays a role in the provision of corrective feedback, and teachers appear to favor recasts over any other single feedback type. The findings also confirmed that similar results which have been found in other cultural and educational contexts can be yielded in the Swedish EFL classroom.
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Johansson, Therese. "Teaching material in the EFL classroom : teachers' and students' perspectives." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-764.
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The principal aim of this essay was to study why some teachers at upper secondary school choose to work with alternative material in the English classroom, whereas others choose a combination of alternative material and coursebooks. The investigation further deals with how alternative material is used. What students think about various kinds of material and whether they are encouraged to influence the choice of material has been considered as well. The method used was interviews with three teachers and six students.
The results of the study showed that all three teachers agreed that coursebooks should not be the only teaching material used in the classroom; they believed that the use of course-books alone would be boring and not very stimulating for the students. Coursebooks combined with alternative material were considered to work very well as teachers and students benefit from the advantages of both. Furthermore, alternative material would be used more if it were not such a time-consuming business for the teachers. Concerning how the three teachers made alternative material, practise varied. One teacher for who mainly used alternative material and also made it herself, had many different sources, whereas the other two teachers mostly used books and movies. Regarding the students, their requests of teaching material varied. The majority however preferred either alternative material or a combination with coursebooks. They also declared that they are encouraged to influence the choice of material.
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Blomqvist, Lina. "Vocabulary learning and homework in the upper elementary EFL classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23078.
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Vocabulary homework is a common feature in the English subject in Sweden. Often the pupils are given a list of words they are to memorize for a pending test. In this literature review the author aims to analyze what the current research says about homework and how homework can be used effectively for EFL learners in elementary school, with a focus on both homework and vocabulary learning research. Cognitive linguistics has been used as a theoretical perspective to help answer the research questions. Results indicate that homework has limited effect on younger learners and should not be used, while, some researchers claim that it can be effective if introduced properly. Regarding vocabulary learning, it is important that vocabulary is relevant to the learner and that words are taught through a meaningful context. Therefore, vocabulary homework for EFL learners in elementary school should consist of words and phraseology which have a personal relevance to the learner, or key words for subjects taught in class. The conclusion of the study is that it is up to the teachers to determine if they should use vocabulary homework or not when teaching EFL, as long as the decision is based on current research.engelska
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Longhurst, Mark. "The Benefits of Explicit Vocabulary Teaching in the EFL Classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32832.
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For students of English as a foreign language (EFL), a certain level of knowledge of vocabulary is required for successful communication to occur. Based on personal experiences in the classroom which have shown that students often lack language variation, accuracy, coherence and descriptiveness, this paper deals with the issue of teaching vocabulary in a more conscientious and focused way to help ensure that students will become more competent in using the language effectively. The Swedish curriculum for English, LGR11, is built up around the ideology known as communicative language teaching (CLT). This entails that as long as a learner is exposed to a foreign language, and has sufficient opportunities to use that language, the learning of the language will occur. The results of this paper suggest that we cannot only rely on a pure form of CLT for students to reach higher ability levels, but that a certain amount of focused vocabulary teaching, in context with classroom activities, is also necessary.
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Hedberg, Sofie. "Storytelling and vocabulary development within the EFL-classroom in Sweden." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35726.
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Due to our constantly evolving society and our opportunity to communicate across borders,English language learning is becoming increasingly important for the individual and his/herability to act and live in the world. The importance of learning English as a foreign language(EFL) is also emphasized in the Swedish curriculum, which further states that the teaching inthe lower grades of schooling should focus on communicative skills such as vocabularyacquisition. This is in line with previous research studies which describe that the knowledge ofvocabulary is main key to learn a language. Previous research studies have been done withinthis area of EFL teaching where storytelling has been used as a method for English vocabularyacquisition. The results of these research studies indicate that the storytelling method is verybeneficial to use within EFL teaching in the lower grades of schooling as it creates a teachingcontent familiar and interesting to the students. With the knowledge of the importance ofvocabulary acquisition and, the benefits the storytelling method can contribute with it isinteresting to further investigate how this method is implemented in a Swedish context. As ofthis, the main aim of this empirical study is to investigate how storytelling can be used as amethod for teaching English vocabulary to 1-3rd grade EFL students in Sweden and also, whatteachers think about this method.To collect data to this study six semi-structured interviews were conducted with 1-3rd gradeteachers in Sweden. The results show that the informants have an overall positive attitudetowards storytelling as a method to teach English vocabulary. Additionally, all teacher expressthat they use this method in their own EFL teaching but in various extent. The most interestingfindings were the different approaches the teachers use within the storytelling method and also,how the teachers support their students in order to enhance their comprehension of the teachingcontent. Future research within this area is needed and specifically within a Swedish context.More research on the storytelling method and its possibilities to EFL acquisition could strengthen the argument why this method should be used more frequently to teach vocabulary within EFL education in Sweden.Engelska
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Almuhayya, Ali Hussain. "THE USE OF EDUCATIONAL CODE-SWITCHING IN SAUDI UNIVERSITY EFL CLASSROOMS: A CASE STUDY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1607.
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The present study observed the use of educational code-switching to the L1 (Arabic) among six Arabic EFL teachers at Majmaah University, in Saudi Arabia. It used an a priori set of purposes based on Creswell (2003) and derived categories to examine the linguistic, social, and class management purposes behind code-switching. The instrument consisted of two parts: a demographic questionnaire and an audio recorder used in conjunction with a classroom observation sheet. Although some studies have suggested that educational code-switching to the L1 in EFL classrooms is an unconscious act (e.g., Moghadam, Abdul Samad, & Shahraki, 2012), the present study's results concluded the reverse: that the use of educational code-switching could be interpreted as an intentional practice among teachers in EFL classrooms. The results provided a more in-depth understanding of the use of educational code-switching to the L1 (Arabic). They agreed with previous studies that have found such code-switching to be very common among EFL teachers. Although participants displayed different linguistic, social, and class management purposes, analysis of the data revealed that certain purposes were more common than others, with linguistic purposes being far more common than social, class management, or other purposes. The most common linguistic purpose was to explain new words, and for class management was to clarify activities/exercises. Only two purposes, to engage in small talk with students and to connect between sentences, could not be categorized into one of the three main types.
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Luck, Renberg Teresa. "Approaches to Critical Literacy Instruction in the Middle School ESL/EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26330.
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The purpose of this literature review is to compare some critical reading comprehension classroom practices globally, with particular focus on the teaching of reading comprehension in Sweden, where student well being and equity are issues of importance. Critical literacy used is a term that encompasses many aspects of power related issues in language. The Swedish curriculum is explicit in naming these issues of student identity and democratic agency which it shares with critical pedagogical practices. The result of the review is a presentation and discussion of the different studies, using a structure based on one used for critical discourse analysis instruction with students. The evidence suggests that higher level comprehension is a skill that takes time to train and should be done explicitly by pointing out the aspects of language which convey meaning. Learning to search the text for evidence of the underlying meaning gave verystrong effect sizes on standardized tests for reading comprehension. The reading comprehension results of minority/ESL students on standardized tests improved when space was made to discuss very different experiences within the same culture in language classrooms.
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Kollberg, Josefine. "Gender Equality in the EFL Classroom : A Qualitative Study of Swedish EFL Teachers’ Perceptions of Gender Equality in Language and its Implementation in the Classroom." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130714.
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The Swedish Curriculum for the upper secondary school states that teachers should “ensure that teaching in terms of content and its organisation is typified by a gender perspective” (Skolverket 2011, p. 9). Considering that there is no further information regarding what a “gender perspective” means in reality, this sentence could be interpreted in many different ways. This study aims to explore how EFL teachers deal with linguistic gender equality, and which strategies they use to maintain a gender inclusive language in their classroom. Six interviews were conducted with EFL teachers at upper secondary schools in Stockholm, Sweden. The results indicated that the teachers thought this was an important issue to consider in teaching, andthat they had well-reasoned strategies for maintaining a gender perspective. The most prominently discussed strategies were encouraging reflection and discussion on these matters, and choosing appropriate literature that either would show a variety of different perspectives, or else would question the social norm. However, concerning their own language production, some of the teachers lacked explicit strategies for maintaining a gender inclusive language, which could derive from a lack in knowledge. Thus, this essay proposes that gender inequality in language needs to be more explicitly explored, both in teacher education and in further education for employed teachers. The teachers displayed an ambition to maintain a gender equal language teaching; and would benefit from more explicit tools to realize that.
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Alberth. "How effective are technology-enhanced teaching techniques in the EFL classroom?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1398.
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The past decade has seen almost exponential growth in online course offerings across the globe and online courses have now become ubiquitous. However, our current understanding of the effectiveness of this mode of delivery in learning, especially when compared to traditional face-to-face classroom instruction, remains insufficient. In fact, researchers have been engaged in an extended debate over the effectiveness of ‘online’ versus traditional ‘face-to-face’ classroom instruction. As part of this ongoing debate, there is now extensive research into the respective merits of these forms of instruction. This particular study responds to some gaps in this research. The first gap is that much of this work represents science-related subjects and relatively few studies concern the teaching and learning of foreign languages, such as English. Second, whereas there is a plethora of research outside Indonesia, relatively little, if any, has been conducted with student populations from this country, thus limiting our understanding of the merit of new technology in this particular context.Conducted in Indonesia, this study examines students’ learning experiences and learning outcomes in three different modes of delivery: conventional face-to-face, online, and hybrid instruction. Students across the three groups reported that they had experienced an interesting learning experience, a high level of interactivity, and quality learning. However, the online group reported more negative experiences than the other two groups, both in terms of types and frequency. Interestingly, it also reported unique positive learning experiences not found elsewhere. In terms of learning outcomes, as indicated by students’ pre- and post-test scores, all groups experienced a significant increase in their post-test scores. The difference in the groups’ post-test scores, after controlling for pre-existing differences in the pre-test, proved to be insignificant.This finding provides strong support for the well-known ‘nonsignificant phenomenon’, but offers new insights into the merit of new technology in the EFL classroom in this particular context. Overall, both students’ learning experience and their learning outcomes lead to the conclusion that online learning appears to be a viable mode of instruction, despite it being more challenging than hybrid and face-to-face tuition. The implications of these findings for the integration of technology into the language classroom have been critically examined in this thesis.
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Svärd-Molin, Michaela. ""Who woudln't choose the easiest way out?" : A Study on the Teaching of Fiction within the Swedish EFL-classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31261.
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Nordqvist, Linnéa. "Denaturalise and Challenge Heteronormativity in the EFL Classroom : A queer analysis of Nancy Garden’s Annie on My Mind and the novel’s value in the EFL classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96701.
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This essay focuses on how heteronormativity is depicted and challenged in Nancy Garden’s Annie on My Mind, and the value of using the novel in the Swedish EFL classroom in order to deconstruct and challenge heteronormativity. The point of departure is that dominating discourses produce knowledge and information in favour of heteronormativity, which results in the oppression of other sexualities, but also that normative expectations are limited to their context. This essay shows that by applying a queer perspective on the novel, it is possible to analyse how the author challenges heteronormativity and thereby denaturalise it. Since a queer reading of the novel can pose a challenge to heteronormativity, it is valuable to use Annie in the EFL classroom to assist pupils to analyse and question the norms surrounding them. Rather than focusing on how some individuals deviate from the norm, a queer perspective on Anniemakes it possible to problematise the construction of normalcy.
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Abhakorn, Jirapa. "Teacher Elicitations in a Thai EFL Classroom : A Micro-Analytical Study." Thesis, University of Newcastle upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512040.
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Karlsson, Ulrica. "Strategies for Unknown Vocabulary : An Investigation of a Swedish EFL Classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71417.
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Burke, C. C. "Teacher effectiveness in the EFL (English as a foreign language) classroom." Thesis, Swansea University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636181.
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This research act was primarily concerned with investigating the extent to which teaching effectiveness was believed to be affected when EFL (English as a Foreign Language) teachers in Greece were provided with feedback information concerning prior student assessments of their teaching performance. An experimental group of 11 volunteer instructors was selected from Athens/Piraeus area. Each instructor was evaluated (tested) three times during an eight month course period. An originally designed Student Opinion Survey of EFL Teachers was the rating instrument used by the participating students. A t-test was used to determine whether or not there were any significant changes between Test 1 and Test 2, Test 2 and Test 3, and Test 1 and Test 3 of the mean ratings of all the components of the measuring instrument. Though it was hypothesised that the frequent implementation of a specialised EFL student evaluation of teacher performance questionnaire would show significant changes in the teachers' overall teaching performance, the statistical findings show that there are no discernible significant differences between all but three of the given Tests. This lack of variability is possibly due to the instructors' self-concepts about teaching EFL under conditions prevalent in private Greek language schools, and a lack of frequent interpretive 'lq dialogues concerning student feedback of their teaching effectiveness. Other possible factors related to the lack of significant finds, including, the time period when the ratings were administered and the feedback shared, and the possible lack of instrument sophistication in quantifying affective attitudes. Along with other suggested recommendations based on the results of this study, this researcher concludes that more research should be undertaken to establish relationships between teaching effectiveness and instructor attitudes about EFL instruction in Greece, about Greek students, and about teaching in general, not only to warrant significant changes in teaching performance, but also to ensure more effective teaching practices in the EFL classroom.
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Vakhnenko, Yevheniy. "Autonomous learning in a CALL EFL classroom: an exploratory case study." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46270.
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The increasing use of both computers and the Internet in universities and other Higher Education institutions in recent decades has had widespread effects on the EFL education programs (Kim, 2008; Terrill, 2000). The appearance of new forms of digital media, online learning communities, science simulations and electronic software presents new learning opportunities for EFL learners, which do not require the constant intervention of a teacher or which can be pursued outside the framework of a formal educational institution (Reeder, 2012; Warschauer, 1996). Computer and internet technologies are in many ways driving self-directed approaches to learning. We are starting to see a change in our understanding of self-directed learning as a set of specific abilities to access and effectively employ different learning environments with technology playing an important facilitative and enhancing role. The focus of this study is materials analysis of a Self-Study Listening Project (SSLP), which was implemented in the context of CALL EFL class at a Japanese university. This study uses an exploratory case study approach to address its two questions: (1) is SSLP, as documented in the CALL-course syllabus, likely to promote autonomous learning inside and outside the classroom? And (2) is SSLP, as documented in the CALL-course syllabus, likely to promote the development of the EFL listening skills? The materials analysis of SSLP revealed two main findings: (1) SSLP is likely to have impact on development of the interdependent autonomous learning skills of students; (2) SSLP is likely to have impact on development of the listening skills of students; a balanced strategy approach to listening instruction was taken in the course of implementation of SSLP; top-down and bottom-up approaches to listening were utilized; the use of various audiovisual materials coincided with multiple cognitive, metacognitive, and socioaffective activities.
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SOUZA, MONICA DA COSTA MONTEIRO DE. "FILMS AS A MULTIMODAL INSTRUMENT OF LEARNING IN THE EFL CLASSROOM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9954@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta pesquisa investiga a utilização de filmes como instrumento multimodal de aprendizagem na sala de aula de inglês como língua estrangeira. Para isso, este estudo baseia-se principalmente em pressupostos teóricos relacionados a três abordagens: conhecimento como construção social, a linguagem como fenômeno sócio-semiótico e a multimodalidade no ambiente pedagógico. Após a revisão teórica, especifica-se a metodologia, que está fundamentada num paradigma de pesquisa qualitativa-interpretativista (Erickson, 1986) e utiliza o modelo de análise multimodal proposto por Royce (2002) e o modelo de análise de atividades proposto por Ticks (2005). Em seguida, procede-se aos dados, que incluem cinco segmentos de filmes encontrados no DVD em anexo (na contra capa) e cinco tarefas a eles relacionadas. Ao analisar e discutir esses dados, sob a luz dos pressupostos teóricos que relacionam uma visão de aprendizagem como um processo de construção social, de linguagem enquanto fenômeno sócio-semiótico e de filme como um recurso multimodal, esta pesquisa mostra que os segmentos de filmes e tarefas relacionadas podem ser considerados exemplos de como os modos de representação lingüístico e visual se complementam de forma coordenada e mediam as atividades sociais com as quais os aprendizes se engajam durante o processo de aprendizado, possibilitando a construção do conhecimento da língua inglesa. Isso implica que os filmes usados como recurso multimodal de aprendizagem oferecem oportunidade de fazer com que a nossa prática local de sala de aula esteja aberta para o mundo e seja relevante não somente pelo conteúdo que é ensinado, mas pela possibilidade de se vivenciar experiências de aprendizado de linguagem a partir de uma perspectiva multimodal. Palavras-chave: filmes, multimodalidade, aprendizagem, sala de aula, inglês como língua estrangeira, tarefa, construção social, semiótica social.
This research investigates the use of movies as a multimodal instrument of learning in the EFL classroom. To achieve this objective, this study uses a theoretical framework based on the following: knowledge as social construction, language as a social-semiotic phenomenon and multimodality in the pedagogical context. The method for the study is based on the constructivism paradigm and uses the multimodal analytical framework by Royce (2002) and the task analytical framework by Ticks (2005). The data analysis includes five movie segments on the attached DVD (in pocket on back cover) and five tasks related to them. While analyzing and discussing the data, according to the theoretical framework above, this research shows that the movie segments and tasks related to them may be considered examples of how the linguistic and visual modes of representation complement one another and mediate the social activities with which learners engage throughout the learning process, offering learners the possibility to construct knowledge of the English language. This implies that movies may be used as a multimodal resource to learning, since they give the opportunity to make our local practice in the classroom open to the world and relevant not only for the content that is taught, but for the possibility for learners and teachers to experience language learning through a multimodal perspective.
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Sandin, Ida. "Swedish Primary Teachers' Attitudes towards Integrating Gaming in the EFL Classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20494.
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A current topic in Swedish schools is the use of computer games and gaming. One reason is because computers are becoming more and more integrated into the schools, and the technology plays a large role in the everyday lives of the pupils. Since teachers should integrate pupils’ interests in the formal teaching, it is of interest to know what attitudes teachers have towards gaming. Therefore the aim of this empirical study is to gain an insight into the attitudes Swedish primary teachers have towards online and offline computer games in the EFL classroom. An additional aim is to investigate to what extent teachers use games. Five interviews were conducted with teachers in different Swedish schools in a small to medium-sized municipality. After the interviews were transcribed, the results were analyzed and discussed in relation to relevant research and the sociocultural theory. The results show that teachers are positive towards games and gaming, mostly because gaming often contains interaction with others and learning from peers is a main component in sociocultural theory. However, only one out of the five participants had at some point used games. The conclusion is that teachers are unsure about how to use games in their teaching and that training and courses in this area would be valuable. More research is needed within this area, and it would be of value to investigate what suggested courses would contain and also to investigate exactly how games can be used in teaching.