Dissertations / Theses on the topic 'Foreign language (EFL) classroom'
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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.
Full textDo, 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.
Full textStåhlberg, 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.
Full textNeff, 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.
Full textEd.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
Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
Full textRobbie, Sheila. "Drama and writing in the 'English as a foreign language' classroom : an experimental study of the use of drama to promote writing in the foreign classroom." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020299/.
Full textInada, Takako. "Determinants of foreign language classroom anxiety in a Japanese EFL university classroom and its relationship to native language use by students." Thesis, Birkbeck (University of London), 2017. http://bbktheses.da.ulcc.ac.uk/333/.
Full textSamad, Abdus. "An exploratory investigation of foreign language classroom speaking anxiety amongst Pakistani EFL university students." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17101.
Full textLonghurst, 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.
Full textZhao, 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.
Full textSell, Jared Benjamin. "Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6876.
Full textÖstlund, 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.
Full textToday 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.
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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Aeginitou, Violetta. "#Begin your sentences with a capital letter' : facework and politeness in the Greek EFL classroom." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260191.
Full textAlomari, Linda Fatima. "Oral Participation in English as a Foreign Language (EFL) in the Swedish 7-9 Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33524.
Full textAndersson, 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.
Full textAl, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.
Full textPHD
Chao, Tzu-Chia. "Teaching and learning EFL through multiple intelligences : voices from a university classroom." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5430.
Full textDahlin, Frida. "Multilingualism in the English classroom - Positive and challenging aspects of using students first language as a tool in foreign language education." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-75539.
Full textNääs, Anna. "Teachers’ Choice of Instructional Language in the English as a Foreign Language Classroom : A literature review on teachers’ use of first language and target language in the EFL classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30810.
Full textHadzic, Sanja. "Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55719.
Full textBelsky, Stella. "The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5481/.
Full textLoberg, Anne. "Differentiated instruction in the EFL Classroom : Accommodation for advanced students in Swedish Primary Education." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32449.
Full textWikström, Debra. "Learning by Reading : A literature study on the use of authentic texts in the EFL upper elementary classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20874.
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Müller, Claudia [Verfasser]. "Serious Games for Global Education : Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom / Claudia Müller." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1148910794/34.
Full textBurström, Julia. "How speaking anxiety affects students in the foreign language classroom : A comparison of English and Spanish learners in Swedish high schools." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79027.
Full textSkogmyr, Marian Klara. "Doing solving spelling problems in a Swedish EFL classroom : A conversation analytic study." Thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-113171.
Full textAmir, Alia. "Doing Language Policy : A Micro-Interactional Study of Policy Practices in English as a Foreign Language Classes." Doctoral thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100202.
Full textI denna studie undersöks klassrumsinteraktionen i undervisning i främmande språk och språkpolitisk praktik på mikronivå i ett etnometodologiskt och samtalsanalytiskt perspektiv. Studien bygger på 20 timmars videoinspelningar av 20 lektioner i engelska i årskurs 8 och 9 i en internationell grundskola i Sverige. Inspelningarna utfördes mellan 2007 och 2010. Studiens huvudsyfte är att belysa några särdrag i hur en målspråksexklusiv språkpolitik materialiseras in situ i undervisning i främmande språk. Studien påvisar att en sådan språkpolitik är förhållandevis enkel att upprätthålla i den dagliga interaktionen men den dokumenterar också det betydande interaktionella arbete som utförs, av både lärare och elever, i problematiska fall där språkpolitiken äventyras. Ett interaktionellt fenomen som uppträder i sådana fall är language policing, interaktiva sekvenser där lärare eller elever återupprättar den språkpolitiska ordningen. Sådana sekvenser analyseras i detalj. Denna studie bidrar till att öka vår förståelse av hur språkpolitik görs i praktiken, i den dagliga interaktionen i klassrummet.
Lugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.
Full textDenna rapport syftar till att ta reda på om kodväxling är en tillgång eller ett problem i ett flerspråkigt klassrum. Syftet med studien var att ta reda på vilken effekt kodväxling till annat språk har på andraspråksutveckling och vilka lärande-/undervisningssituationer som framkallar kodväxling. Genom klassrumobservationer, intervjuer och ett frågeformulär samlades data in.Tidigare forskning och resultaten från denna studie visar att kodväxling är ett naturligt fenomen i andraspråksutveckling och att den har en positiv inverkan på språkutvecklingen, eftersom den fyller ett stort antal funktioner i klassrummet, inklusive ökning av ordförrådet och begreppsförståelsen, fungerar som hjälp när det som läraren säger behöver betonas eller förtydligas, lärandestrategi för andraspråksinlärning, och hjälper slutligen elever att underhålla och utveckla sitt andraspråk.
Moberg, Emilia. "Swedish Versus English : A Survey Study of Swedish Upper Secondary Students’ and Teachers’ Attitudes Toward L1 Use in the EFL Classroom." Thesis, Högskolan i Gävle, Engelska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35878.
Full textBishop, Ryan M. (Ryan Marion). "Metaphor and the ESL Classroom." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500225/.
Full textClayton, John. "The Exchange of Power and Cultural Attitudes as Authentic Practice in Japanese EFL Pedagogical Spaces." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305895854.
Full textJakobsson, Christoffer, and Henrik Rydén. "A study of code-switching in four Swedish EFL-classrooms." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29794.
Full textLandström, Philip. "Foreign language anxiety among Swedish lower and upper secondary school students : A case study." Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47879.
Full textI klassrum över hela världen finns det elever som är rädda för både lärarens och sina klasskamraters uppmärksamhet. Nervositet är en orsak till en sådan rädsla och kan vara vanligt i främmandespråkklassrum. Språkängslan inför främmande språk är ett begrepp utvecklat av Horwitz m. fl. (1986) för att beskriva den unika nervositet som uppstår vid lärande av främmande språk. Nervösa elever är mindre benägna att använda språket de lär sig och känner sig mindre motiverade att lära sig och båda sakerna har en negativ effekt på deras inlärning. Syftet med studien var att mäta och jämföra nervositetsnivåer bland svenska högstadie- och gymnasieelever, identifiera de största källorna till nervositet och få förståelse för elevers uppfattning av nervositet. 49 elever från två klasser deltog i studien. Deras nervositet mättes med skalan för språknervositet i samband med undervisning i främmande språk, utvecklad av Horwitz m fl (1986). Intervjuer användes för att få insikt i deltagarnas uppfattning om språknervositet inför främmande språk. Resultatet visade att en majoritet av deltagarna led av språknervositet och att högstadieeleverna i högre grad var nervösa än gymnasieeleverna. De största källorna till nervositet som identifierades var lärarorsakad nervositet, rädsla för negativt omdöme och generell nervositet.
Arias, Morel Angela, and Louise Torgén. "The use of learning rubrics in English as a foreign language primary school classrooms in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33599.
Full textCarling, Johanna. "Peer Feedback in the EFL Classroom : A Systematic Literature Review of Practices, Effects and Perceptions." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104869.
Full textHenriksson, Martina. "An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21119.
Full textLandström, Philip. "Foreign language anxiety among Chinese senior middle schoolstudents : A case study." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36983.
Full textAlla som har studerat ett främmande språk känner igen den ängslan man upplever närspråket ska användas i klassrummet eller i en autentisk situation. Språkängslan införfrämmande språk är ett begrepp som utvecklats av Horwitz et al. (1986) för att beskrivaoch mäta den här specifika formen av ängslan. I den här studien har nivån av ängslan ien kinesisk högstadieklass som studerar engelska mätts. Nivån har mätts i enlighet medskalan för språkängslan i samband med undervisning i främmande språk (författarensöversättning) utvecklad av Horwitz et al. (1986). 59 informanter deltog i studien. Datananalyserades för att se vilka faktorer som framkallar mest ängslan. För att samlakvalitativ data och få djupare insyn genomfördes också två gruppintervjuer. Resultatetvisar att en majoritet av studenterna lider av ängslan i klassrummet. Lärargenereradängslan är den mest bidragande faktorn enligt analysen.
Björkman, Johanna, and Elina Reinholdsson. "Remote Teaching in the Communicative Classroom : How Remote Teaching has Affected Swedish EFL Learners’ Willingness to Speak English during Communicative Classroom Activities." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-178083.
Full textSöderlund, Victoria. "Using texts in the EFL classroom : A study of English teachers' use of text types in the lower grades." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32450.
Full textKuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.
Full textFrumuselu, Anca Daniela. "Subtitled television series inside the efl classroom: long-term effects upon colloquial language learning and oral production." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/378642.
Full textEsta investigación analiza si el uso de materiales audiovisuales subtitulados con la lengua materna (L1) o la lengua extranjera (L2) mejora el aprendizaje de lenguaje informal y coloquial y fomenta la destreza oral. En un estudio cuasi-experimental inicial buscó explorar si los materiales audiovisuales subtitulados con la L1 o con la L2 son más eficientes para el aprendizaje del lenguaje informal y coloquial del inglés como lengua extranjera. Para ello, 49 participantes fueron divididos aleatoriamente en dos grupos: en uno se les administró el material subtitulado en inglés y al otro en español. El nivel de comprensión auditiva y conocimiento previo de vocabulario informal fue analizado antes y después de ver episodios subtitulados en las dos lenguas de la serie Friends durante 7 semanas. En un segundo estudio midió la retención a corto plazo de vocabulario coloquial después de haber visto los episodio subtitulados a lo largo de 7 semanas (13 episodios en total). Los análisis revelan que a corto plazo no hay prevalencia de una condición de subtítulos sobre la otra. El tercer estudio explora la retención del lenguaje coloquial e informal de los estudiantes después de exponerlos durante 14 semanas a episodios subtítulos en lengua Inglesa (L2) de Friends. Los resultados muestran la tendencia a mejorar del grupo en general, pero también muestran una gran variación entre los resultados individuales. El cuarto estudio evaluó la producción oral de expresiones coloquiales, así como su fluidez en el habla, la espontaneidad, la capacidad de improvisación y de tener una conversación natural. Los resultados nos revelan una alta correlación entre las puntuaciones de los alumnos del tercer estudio y de sus producciones orales en el cuarto estudio. Esto indica, por lo tanto, que los estudiantes que obtuvieron una puntuación alta en la prueba final son capaces de expresarse usando las expresiones coloquiales aprendidas.
This research investigates the extent to which the use of subtitled and captioned audiovisual materials enhance informal and colloquial language learning and foster oral production. An initial quasi-experimental study sought to explore whether the L1/standard subtitled or L2/captioned audiovisuals are more profitable for EFL informal and colloquial language learning and recall. 49 participants were randomly divided into two subtitle groups: English sound + Spanish subtitles and English sound + English subtitles. Participants' lexical comprehension and recall were tested before and after they were exposed to subtitled episodes from the TV series Friends over a long-term period of 7 weeks. The data analyses reveal that the English subtitles benefit the acquisition of colloquial lexical items more than Spanish subtitles. A second study measured learners' short-term retention of colloquial and idiomatic vocabulary after they watched each subtitled/captioned episode from the sitcom Friends along the 7-week period (13 episodes in total). The results show that students' scores tended to increase in both subtitle groups, however there is no prevalence of one subtitle condition over the other. Study 3 explores students' retention of colloquial and informal language after a 14-week exposure time to captioned episodes from Friends. The analyses reveal the group tendency of increasing significantly their scores after being exposed to captioned television series, but also a big variance among learners' individual scores, as low- and high-level students responded differently to the treatment. Study 4 evaluated participants' oral production of informal and colloquial expressions in role-play activities and their speech fluency, spontaneity, ability to improvise well and sound naturally. High correlations are found between learners' scores from Study 3 and their oral productions from Study 4, hence students who scored high in their post- test will be able to express themselves using the colloquial expressions and informal lexical items in the oral task.
Guo, Tao. "A case study of teachers codeswitching behaviours in mainland China's university EFL classrooms and student's reactions to the codeswitching." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:21bca6e1-95ee-446c-9932-1416e7999e9e.
Full textWarsame, Ramlah. "The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43163.
Full textVillegas, Martínez Jorge. "Teaching speaking in the English classroom : Teacher practices in Swedish upper secondary schools." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157297.
Full textChang, Wei-Chih Alec. "The 'English as a foreign language' writing classroom and weblog : the effect of computer-mediated communication on attitudes of students and implication for EFL learning." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/1038.
Full textNilsson, Sven. "ICT in the EFL classroom: cherished challenges : A qualitative interview study with six Junior High School English teachers in Sweden." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40836.
Full textIKT (Informations- och kommunikationsteknologi) är en grundläggande del av det moderna samhället och har varit en del av världens skolsystem sedan årtionden tillbaka. Denna uppsats är specifikt fokuserad på förhållandet mellan IKT och engelskundervisning i den svenska högstadieskolan. IKT har visat sig vara pedagogiskt fördelaktigt i flera avseenden men övergången mot och hanterandet av IKT är ofta en utmaning för skolor och lärare. Syftet med denna uppsats är att presentera och analysera engelsklärares åsikter gällande användandet av IKT i deras yrke. Uppsatsen identifierar och diskuterar några av de fördelar och nackdelar som finns med IKT i skolan generellt och i förhållande till engelskämnet specifikt. Resultaten analyseras utifrån ett sociokulturellt perspektiv på lärande och den empiriska grunden för uppsatsen är baserad på kvalitativa intervjuer med sex engelsklärare i högstadiet. Resultaten visar att de intervjuade lärarna är optimistiska gentemot de nya teknologierna och att det finns en vilja att vidareutvecklas och lära sig mer om de pedagogiska fördelarna med IKT. Möjligheterna och fördelarna med IKT gör företeelsen oumbärlig, även om det finns hinder i vägen för ett framgångsrikt implementerande i skolan. Dock visar resultaten även att det fortfarande finns utrymme för traditionella läromedel i skolan och lärarna tycks betrakta IKT som ett komplement och önskar inte enbart förlita sig på de moderna teknologierna.
Moberg, Dennis. "Inclusiveness in texts in the EFL classroom : A study of English teachers’ inclusion of different parts of the world in texts used in the lower grades." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35975.
Full textWikström, Debra. "Authentic Texts in English Language Teaching : An empirical study on the use of and attitudes towards authentic texts in the Swedish EFL upper elementary classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21350.
Full textHaji, Sanaa, and Sara Jejo. "Degree Project with Specialization in English Studies and Education : Teaching Strategies to Overcome EFL Pupils` Speaking Anxiety." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41832.
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