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Identifying priorities for Action Research in Swedish EFL classrooms
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
2019 (Engelska)Ingår i: Klassrumsforskning och språk(ande) (Classroom research and language/languaging): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018) / [ed] Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Karlstad: Karlstad University Press, 2019, Vol. 27, s. 259-278Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper reports on a study of teachers of English as a foreign language (EFL) in Sweden that aimed to generate a list of potential ideas for a research agenda in the English subject for upper primary school(grades 4−6), lower secondary school (grades 7−9) and upper secondary school (English 5, 6 and 7). Participating teachers responded to survey items that were based on the current National Curriculum for the English subject for grades 4−9 (i.e., LGR 11) and upper secondary school (i.e., LGY 11), which aim to stipulate content but not methods for teaching. As such, teachers are often left to interpret the curriculum themselves, with some support from complementary documents, which can lead to a range of learning outcomes and teacher ability. The survey focused both on teacher perceptions of student performance and the teachers’own confidence in teaching various aspects of the English subject as described in the curriculum. This paper reports the results from the survey, identifying specific aspects of thefour main language skills (i.e., listening, speaking, reading, writing) about which teachers expressed concern in terms of student performance, their own teaching ability, or both. Findings from this study can be used as a tentative agenda for implementing classroom research projects to investigate interpretations of the current steering documents and methods being used in EFL classrooms and the effects of any potential pedagogic innovations.

Ort, förlag, år, upplaga, sidor
Karlstad: Karlstad University Press, 2019. Vol. 27, s. 259-278
Serie
ASLA:s skriftserie ; 27
Nyckelord [en]
language teacher needs, action research, second language teaching
Nationell ämneskategori
Didaktik Pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:oru:diva-74627ISBN: 978-91-87884-27-6 (tryckt)OAI: oai:DiVA.org:oru-74627DiVA, id: diva2:1321532
Konferens
ASLA-symposiet, Karlstad, Sweden, April 12-13, 2018
Tillgänglig från: 2019-06-08 Skapad: 2019-06-08 Senast uppdaterad: 2019-11-06Bibliografiskt granskad

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Siegel, Joseph

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