Language Didactics Dissertations in Sweden 2000 – 2009: A Research Survey

Tholin, Jörgen

doi:10.58221/mosp.v109i2.7930

Cited by 2 publications

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“…For example, the number of Ph.D. theses is high compared with the previous period. Tholin (2015) reviewed the Ph.D. theses from the field issued during the period 2000-2009 and found that 23 had been published. In this review, 31 Ph.D. theses and nine Licentiate theses on English or other foreign languages were covered.…”

Section: Desirable Topics For Future Researchmentioning

confidence: 99%

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

2023

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This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.

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Section: Desirable Topics For Future Researchmentioning

confidence: 99%

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

2023

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“…However, it is important to note that the courses within the Swedish system do not equal the levels of CEFR. Rather, the CEFR levels overlap across the courses as seen in Table 2 Themes that can be tied to the idea of focus-on-form assessment in the Swedish EAL context were identified by Tholin (2015), who summarized the Swedish dissertations published on the topic of foreign language education in Sweden between the years 2000 and 2009. Amongst the six themes identified by Tholin, "Assessment of students' oral and written proficiencies" and "Error analysis and transfer" stand out as interesting for the topic of the current dissertation.…”

Section: The English Language Subject In the Swedish Contextmentioning

confidence: 99%

Automated Text Analytics in Swedish English Classrooms: The Design, Development, and Evaluation of a Supporting Tool

Ihrmark¹

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This dissertation explores the design and application of a digital tool as a supporting aid for teachers of English in Swedish upper-secondary classrooms. The scope of this dissertation is the design, development and evaluation of a focus-on-form diagnostics tool in the Swedish upper-secondary English subject context. The use of corrective feedback on student texts has been discussed extensively in previous research, but the implementation of an automated diagnostics tool as a support for the practice less so. The teachers' needs are explored through a survey with the goal of gaining insight into problems learners commonly have when attaining grammar, vocabulary and spelling as experienced by in-service teachers. Focus is on how a digital diagnostic tool could fit within the teachers’ current routines. By combining the survey results with a review of previous research, a design specification for the tool is produced. The tool is then evaluated in teaching practice as a way of exploring the possible benefits and issues of implementing automated language diagnostics as a support for teachers. The evaluation data was produced through interventions and debriefing interviews with the participating teachers. The results of the survey on teachers' needs indicated that any automated attempt at supporting language diagnostics within the school context would have to be able to identify a series of error patterns, such as sentence structure, punctuation, verb tenses, subject-verb agreement, article usage and spelling. In addition, the tool would have to fit within an already established practice aimed at providing learners with the necessary supports for them to succeed, while also avoiding pitfalls such as creating avoidance issues or overwhelming the students. The results of the intervention study used to evaluate the tool indicated that the respondents found it likely that the implementation of the tool would result in a higher workload initially, but would be beneficial long-term. In terms of fit with current routines and ability to identify relevant language patterns, the tool was experienced as conceptually sound. However, some issues, such as the limited target variant, technical issues surrounding on-site implementation, and the overwhelming form of the output data, remain. The use of automated text analysis for the focus-on-form reading performed by the teachers was found to provide functional support for them. Based on the results, automated diagnostics tools are indicated as being a fitting venue for future research and development.

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Language Didactics Dissertations in Sweden 2000 – 2009: A Research Survey

Cited by 2 publications

References 0 publications

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

Automated Text Analytics in Swedish English Classrooms: The Design, Development, and Evaluation of a Supporting Tool

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