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Sundqvist, P. & Nilsson, R. (2024). Integrating Commercial-off-the-Shelf Games in L2 English Vocabulary Instruction. In: Ju Seong Lee; Di Zou; Michelle Mingyue Gu (Ed.), Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators (pp. 3-15). Palgrave Macmillan
Open this publication in new window or tab >>Integrating Commercial-off-the-Shelf Games in L2 English Vocabulary Instruction
2024 (English)In: Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators / [ed] Ju Seong Lee; Di Zou; Michelle Mingyue Gu, Palgrave Macmillan, 2024, p. 3-15Chapter in book (Refereed)
Abstract [en]

Research has shown that playing commercial-off-the-shelf (COTS) games can have a positive influence on L2 English vocabulary learning. COTS games are commercially available digital games, either for computer or console, which are designed for entertainment (Reinhardt, Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan/Springer International Publishing, 2019). Thus, such games constitute a resource for vocabulary learning, but one that appears largely unexplored in the field. In this chapter, we focus on how secondary-school teachers can implement COTS games in English language teaching by drawing on students’ extramural experiences of gaming while using English for the purpose of intentional vocabulary learning for all—gamers and non-gamers alike. We report on two projects carried out in Sweden among three groups of students at three different levels (ages 13–16) who gave oral presentations about games. In this chapter we describe in detail both projects, from start to finish, and reflect on the outcomes.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2024
Series
New Language Learning and Teaching Environments ((NLLTE)), ISSN 2946-2932, E-ISSN 2946-2940
National Category
Languages and Literature Educational Sciences
Research subject
English
Identifiers
urn:nbn:se:kau:diva-99246 (URN)10.1007/978-3-031-51540-8_1 (DOI)9783031515408 (ISBN)
Available from: 2024-04-08 Created: 2024-04-08 Last updated: 2024-04-08Bibliographically approved
Gyllstad, H., Sundqvist, P., Sandlund, E. & Källkvist, M. (2022). Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms. Language learning, 73(2), 403-444
Open this publication in new window or tab >>Effects of Word Definitions on Meaning Recall: A Multisite Intervention in Language-Diverse Second Language English Classrooms
2022 (English)In: Language learning, ISSN 0023-8333, E-ISSN 1467-9922, Vol. 73, no 2, p. 403-444Article in journal (Refereed) Published
Abstract [en]

Vocabulary experts recommend first language (L1) translation equivalentsfor establishing form–meaning mappings for new second language (L2) words, espe-cially for lower proficiency learners. Empirical evidence to date speaks in favor of L1translation equivalents over L2 meaning definitions, but most studies have investigatedbi- rather than multilingual learners. In our study, we investigated instructed Englishvocabulary learning through an intervention study in six language-diverse secondaryschool English classrooms in Sweden (N=74) involving three conditions for presen-tation of word meanings: (a) definitions in the L2 (English), (b) translation equivalentsin the shared school and majority language (Swedish), and (c) translation equivalents inthe shared school and majority language plus other prior languages among the learners(Swedish and other). Based on overall weighted mean effect sizes and mixed-effects modeling, the results showed that conditions that involved L1 translation equivalentsyielded higher scores than did target language definitions in immediate posttests with asmall effect size but no differences in delayed posttests.

Place, publisher, year, edition, pages
John Wiley & Sons, 2022
Keywords
word learning, word meaning, translation equivalents, multilingualism, intervention, EFL teaching
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92148 (URN)10.1111/lang.12527 (DOI)000864379300001 ()2-s2.0-85139492302 (Scopus ID)
Projects
MultiLingual Spaces
Funder
Swedish Research Council, 2016-03469
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2023-07-06Bibliographically approved
Byman Frisén, L., Sundqvist, P. & Sandlund, E. (2022). Hur stora skillnader är det i matriser för muntlig bedömning?. LMS : Lingua (3), 12-15
Open this publication in new window or tab >>Hur stora skillnader är det i matriser för muntlig bedömning?
2022 (Swedish)In: LMS : Lingua, ISSN 0023-6330, no 3, p. 12-15Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Språklärarnas Riksförbund, 2022
National Category
Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92142 (URN)
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2022-12-09Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M. & Gyllstad, H. (2022). Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue. Languages, 7(4), 291-291
Open this publication in new window or tab >>Language Practices in English Classrooms: Guest Editors’ Introduction to the Special Issue
2022 (English)In: Languages, E-ISSN 2226-471X, Vol. 7, no 4, p. 291-291Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
MDPI, 2022
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92494 (URN)10.3390/languages7040291 (DOI)000900919600001 ()2-s2.0-85144666477 (Scopus ID)
Projects
MultiLingual Spaces [Swedish Research Council, Reg. no. 2016-03469]
Funder
Swedish Research Council, 2016-03469
Available from: 2022-11-15 Created: 2022-11-15 Last updated: 2023-01-23Bibliographically approved
Källkvist, M., Gyllstad, H., Sandlund, E. & Sundqvist, P. (2022). Towards an In-Depth Understanding of English-Swedish Translanguaging Pedagogy in Multilingual EFL Classrooms. HumaNetten (48), 138-167
Open this publication in new window or tab >>Towards an In-Depth Understanding of English-Swedish Translanguaging Pedagogy in Multilingual EFL Classrooms
2022 (English)In: HumaNetten, E-ISSN 1403-2279, no 48, p. 138-167Article in journal (Refereed) Published
Abstract [en]

This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal to an institutional policy document, their teacher and fellow students.

Place, publisher, year, edition, pages
Linnéuniversitetet, 2022
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-92149 (URN)10.15626/hn.20224807 (DOI)
Projects
MultiLingual Spaces
Funder
Swedish Research Council, 2016-03469
Available from: 2022-10-07 Created: 2022-10-07 Last updated: 2022-10-12Bibliographically approved
Sundqvist, P., Gyllstad, H., Källkvist, M. & Sandlund, E. (2021). Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire. In: Päivi Juvonen; Marie Källkvist (Ed.), Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives: (pp. 56-75). Bristol: Multilingual Matters
Open this publication in new window or tab >>Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire
2021 (English)In: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives / [ed] Päivi Juvonen; Marie Källkvist, Bristol: Multilingual Matters, 2021, p. 56-75Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bristol: Multilingual Matters, 2021
National Category
Didactics Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-85992 (URN)10.21832/9781788927383-006 (DOI)2-s2.0-85120721828 (Scopus ID)9781788927369 (ISBN)
Projects
MultiLingual Spaces
Funder
Swedish Research Council, 2016-03469
Available from: 2021-09-21 Created: 2021-09-21 Last updated: 2022-03-31Bibliographically approved
Byman Frisén, L., Sundqvist, P. & Sandlund, E. (2021). Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment. Languages, 6(4), 1-23
Open this publication in new window or tab >>Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
2021 (English)In: Languages, E-ISSN 2226-471X, Vol. 6, no 4, p. 1-23Article in journal (Refereed) Published
Abstract [en]

Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students' performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims to unveil teachers-as-raters' conceptualizations, as these emerge from the self-made scoring rubrics, and possible transformations of policy. Data consist of 20 teacher-generated scoring rubrics used for assessing NEST (years 6 and 9). Rubrics were collected via personal networks and online teacher membership groups. Employing content analysis, data were analysed qualitatively to examine (i) what OP sub-skills were in focus for assessment, (ii) how sub-skills were conceptualized, and (iii) scoring rubric design. Results showed that the content and design of rubrics were heavily influenced by the official assessment guidelines, which led to broad consensus about what to assess-but not about how to assess. Lack of consensus was particularly salient for interactive skills. Analysis of policy transformations revealed that teachers' self-made templates, in fact, lead to an analytic rather than a holistic assessment practice.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
Analytic assessment; ATD; English as a second/foreign language; High-stakes testing; Holistic assessment; Interaction strategies; Language assessment; Oral proficiency; Scoring rubrics; Teachers-as-raters
National Category
Social Sciences Interdisciplinary
Research subject
English; Intercultural Studies
Identifiers
urn:nbn:se:kau:diva-88117 (URN)10.3390/languages6040204 (DOI)000737876000001 ()2-s2.0-85121310586 (Scopus ID)
Available from: 2022-01-18 Created: 2022-01-18 Last updated: 2022-09-13Bibliographically approved
Sandlund, E. & Sundqvist, P. (2021). Rating and Reflecting: Displaying Rater Identities in Collegial L2 English Oral Assessment. In: M. Rafael Salaberry & Alfred Rue Burch (Ed.), Assessing Speaking in Context: Expanding the Construct and its Applications (pp. 132-162). Blue Ridge Summit, PA: Multilingual Matters
Open this publication in new window or tab >>Rating and Reflecting: Displaying Rater Identities in Collegial L2 English Oral Assessment
2021 (English)In: Assessing Speaking in Context: Expanding the Construct and its Applications / [ed] M. Rafael Salaberry & Alfred Rue Burch, Blue Ridge Summit, PA: Multilingual Matters, 2021, p. 132-162Chapter in book (Refereed)
Place, publisher, year, edition, pages
Blue Ridge Summit, PA: Multilingual Matters, 2021
Series
Second Language Acquisition, ISSN 1754-2642 ; 149
Keywords
language assessment, rater training, membership categorization analysis, conversation analysis, rater identity, severity, leniency, L2 oral proficiency, national test
National Category
Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-85990 (URN)10.21832/9781788923828-007 (DOI)2-s2.0-85115805753 (Scopus ID)978-1-78892-381-1 (ISBN)9781788923835 (ISBN)
Note

This study was supported by funding from the Center for Language and Literature in Education, Karlstad University, and the research group ROSE (Research on Subject-specific Education). 

Available from: 2021-09-21 Created: 2021-09-21 Last updated: 2022-01-11Bibliographically approved
Sundqvist, P., Sandlund, E., Skar, G. B. & Tengberg, M. (2020). Effects of Rater Training on the Assessment of L2 English Oral Proficiency. Nordic Journal of Modern Language Methodology, 8(1), 3-29
Open this publication in new window or tab >>Effects of Rater Training on the Assessment of L2 English Oral Proficiency
2020 (English)In: Nordic Journal of Modern Language Methodology, E-ISSN 1894-2245, Vol. 8, no 1, p. 3-29Article in journal (Refereed) Published
Abstract [en]

The main objective of this study was to examine whether a Rater Identity Development (RID)program would increase interrater reliability and improve calibration of scores againstbenchmarks in the assessment of second/foreign language English oral proficiency. Elevenprimary school teachers-as-raters participated. A pretest–intervention/RID–posttest designwas employed and data included 220 assessments of student performances. Two types ofrater-reliability analyses were conducted: first, estimates of the intraclass correlationcoefficient two-way random effects model, in order to indicate the extent to which raterswere consistent in their rankings, and second, a many-facet Rasch measurement analysis,extended through FACETS®, to explore variation regarding systematic differences of raterseverity/leniency. Results showed improvement in terms of consistency, presumably as aresult of training; simultaneously, the differences in severity became greater. Results suggestthat future rater training may draw on central components of RID, such as core concepts inlanguage assessment, individual feedback, and social moderation work.

Place, publisher, year, edition, pages
Kristiansand, Norge: University of Agder, 2020
Keywords
assessment, rater training, interrater reliability, L2 oral proficiency, MFRM
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-79157 (URN)10.46364/njmlm.v8i1.605 (DOI)
Projects
Equity in Assessment (EquA) - Likvärdig bedömning
Available from: 2020-07-23 Created: 2020-07-23 Last updated: 2020-09-10Bibliographically approved
Sundqvist, P. (2020). Extramural English research: Definition, findings, and implications. Communicare - a teaching methodology journal from the Norwegian National Centre for Foreign Languages in Education, 9, 17-21
Open this publication in new window or tab >>Extramural English research: Definition, findings, and implications
2020 (English)In: Communicare - a teaching methodology journal from the Norwegian National Centre for Foreign Languages in Education, ISSN 1893-1499, Vol. 9, p. 17-21Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Halden: , 2020
Keywords
extramural English, informal language learning
National Category
Didactics Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-78824 (URN)
Available from: 2020-06-26 Created: 2020-06-26 Last updated: 2020-09-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0511-4624

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