The type of instruction in English language teaching in Austrian, French, and Swedish secondary school
What role do teachers attribute to grammar in their teaching?
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This video concerns the type of instruction lower secondary school teachers apply in English language teaching across the three countries. Drawing on publications I authored together with Marion Coumel and Julia Hüttner, I report findings based on teacher self-reports in questionnaires (N = 615) and interviews (N = 20).
Projects
- Video Collection -
Context matters! Contextual factors influencing the type of instruction
What makes teachers choose a particular type of instruction?
In this video I address two contextual factors that appear to impact EFL teachers' didactic choices: The Selectiveness of a school system and learners' use of English in their spare time. Based on interview data gathered from lower secondary teachers in Austria, France, and Sweden (N = 20), results previously reported in publications co-authored by Marion Coumel and Julia Hüttner are summarized.
Teacher and learner beliefs on spare time English
Can learners' use of English in their spare time aid language acquisition?
In this clip I zoom in on the beliefs of EFL teachers regarding the effect of learners' recreational use of English on grammar learning. This is based on questionnaire data from upper secondary teachers in Austria, France, Sweden, and Finland (N = 534) and on interview data from lower secondary teachers in Austria, France, and Sweden (N = 20). I further draw on student reports from Austria and Sweden (N = 213). Collaborators in these projects were Pia Sundqvist, Marion Coumel, and Julia Hüttner.
Developing grammar knowledge
Instruction over spare time language use?
This video revolves around the apparent effect of instruction and learners' recreational target language use on automatized/implicit and explicit grammar knowledge. The participants were 13- to 14-year-old learners from Austria and Sweden (N = 213). The results are taken from my PhD thesis.