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Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87-113
Open this publication in new window or tab >>Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
2019 (English)In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 23, no 1, p. 87-113Article in journal (Refereed) Published
Abstract [en]

The purposes of this study are to examine the relation between playing commercial-off-the-shelf (COTS) games in the wild and L2 English vocabulary and to offer comparisons with non-gamers’ vocabulary. Data were collected from two samples of teenage L2 English learners in Sweden, Sample A (N = 1,069) and Sample B (N = 16). Questionnaires and English grades were collected from A and B, productive and receptive vocabulary tests from A, and interviews and essays from B. A quantitative-dominant mixed-methods approach was adopted. Results showed a significant positive correlation between time played and test scores. They also showed that time played was related to types of games played. Multiple regression analysis including time played and types of games as predictor variables and L2 vocabulary as the outcome variable showed that the effect from type disappeared when it was entered into the model, whereas time remained significant. A close examination of 45 words (productive test) revealed significantly higher scores for gamers (compared with non-gamers) at all vocabulary frequency levels, and for particularly difficult words. Overall, findings from Sample B regarding gaming habits and vocabulary (i.e., use of advanced or infrequent words in essays) reflected the results from Sample A, making it possible to conclude that playing COTS games matters for L2 learner vocabulary.

Place, publisher, year, edition, pages
Honolulu, HI: National Foreign Language Resource Center, 2019
Keywords
gaming, L2 vocabulary, informal language learning, incidental learning, digital wild, extramural English, dataspel, dataspelande, andraspråksinlärning, extramural engelska
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-70897 (URN)10.10125/44674 (DOI)000457468500009 ()
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-10-28Bibliographically approved
Sandlund, E. & Sundqvist, P. (2019). Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test. In: M. Rafael Salaberry and Silvia Kunitz (Ed.), Teaching and testing L2 interactional competence: Bridging theory and practice (pp. 357-396). Oxon and New York: Routledge
Open this publication in new window or tab >>Doing versus assessing interactional competence: Contrasting L2 test interaction and teachers’ collaborative grading of a paired speaking test
2019 (English)In: Teaching and testing L2 interactional competence: Bridging theory and practice / [ed] M. Rafael Salaberry and Silvia Kunitz, Oxon and New York: Routledge , 2019, p. 357-396Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oxon and New York: Routledge, 2019
Series
Routledge Advances in Second Language Studies
Keywords
interactional competence, L2 oral proficiency, CA, assessment, collaborative assessment, English national test, speaking test, sambedömning, muntlig färdighet, engelska, samtalsanalys, bedömning, betygssättning, nationella provet, muntlighet, interaktionell kompetens
National Category
General Language Studies and Linguistics Educational Sciences Didactics
Research subject
English; Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-74805 (URN)978-1-13-803899-8 (ISBN)
Available from: 2019-09-19 Created: 2019-09-19 Last updated: 2019-09-19Bibliographically approved
Ljung Egeland, B., Roberts, T., Sandlund, E. & Sundqvist, P. (Eds.). (2019). Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. Paper presented at ASLA-symposiet i Karlstad, 12-13 april, 2018. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018
2019 (Swedish)Conference proceedings (editor) (Refereed)
Abstract [sv]

Den svenska föreningen för tillämpad språkvetenskap (ASLA, Association Suédoise de Linguistique Appliquée) är den svenska avdelningen av internationella AILA (Association Internationale de Linguistique Appliquée). ASLA grundades 1966 och har till uppgift att främja forskning kring praktiska problem med anknytning till språk, förmedla kontakt mellan språkforskare i Sverige och andra länder, samt rekrytera till de forskningsnätverk som AILA organiserar.

ASLA-föreningen arrangerar regelbundet symposier vid olika svenska lärosäten där såväl svenska som utländska deltagare möts. För närvarande hålls symposiet vartannat år och den 12–13 april 2018 välkomnade Karlstads universitet deltagare från inte mindre än 15 länder. Temat för ASLAsymposiet 2018 var ”Klassrumsforskning och språk(ande)”, på engelska ”Classroom research and language/languaging”. Föreliggande volym representerar fjorton av de bidrag som presenterades vid symposiet och som på olika sätt anknyter till symposiets tema. Volymen speglar den bredd och det djup som den tillämpade språkvetenskapen och ASLA:s verksamhet representerar: från barn till vuxna, från aktionsforskning med lärare till språkandets många faser och både i och utanför skolan.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019. p. 341
Series
ASLA:s skriftserie ; 27
Keywords
ASLA, språkvetenskap, skolforskning
National Category
General Language Studies and Linguistics
Identifiers
urn:nbn:se:kau:diva-72219 (URN)978-91-87884-27-6 (ISBN)
Conference
ASLA-symposiet i Karlstad, 12-13 april, 2018
Available from: 2019-05-31 Created: 2019-05-31 Last updated: 2019-06-04Bibliographically approved
Henry, A., Sundqvist, P. & Thorsen, C. (2019). Motivational Practice: Insights from the Classroom (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Motivational Practice: Insights from the Classroom
2019 (English)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019. p. 329 Edition: 1
Keywords
English language teaching; ELT; motivation; ICT; extramural English
National Category
Specific Languages Didactics
Research subject
English; Education
Identifiers
urn:nbn:se:kau:diva-70898 (URN)978-91-44-11848-2 (ISBN)
Projects
Bridging the gap between in and out-of-school English: Learning from good practiceMotivational Teaching in Swedish Secondary English (MoTISSE)
Funder
Swedish Research Council, 2013-785
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-10-28Bibliographically approved
Sundqvist, P., Sandlund, E., Källkvist, M., Fredholm, K. & Dahlberg, M. (2019). Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever. In: Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia (Ed.), Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018.: (pp. 19-41). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Ömsesidighet i framtidens praktiknära språkklassrumsforskning: ASLA-symposiets panelsamtal med forskare, lärare och elever
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2019 (Swedish)In: Klassrumsforskning och språk(ande): Rapport från ASLA-symposiet i Karlstad, 12-13 april, 2018. / [ed] Ljung Egeland, Birgitta; Roberts, Tim; Sandlund, Erica; Sundqvist, Pia, Karlstad: Karlstads universitet, 2019, p. 19-41Chapter in book (Refereed)
Abstract [sv]

Under ASLA-symposiet hölls för första gången ett panelsamtal om forskningsbehov i språkämnena där lärare, språkforskare och gymnasieelever deltog. I detta kapitel situerar vi idén med panelsamtalet i studier av lärares roll i och för den praktiknära skolforskningen. Vi redogör för några modeller för samverkan mellan lärare och forskare och diskuterar identifierade framgångsfaktorer i praktiknära forskning. Vi redogör också för KIPPS, det samverkansprojekt som möjliggjorde panelsamtalet och den satsning på praktiknära skolforskning som det statliga ULF-avtalet möjliggjort. Vi diskuterar sedan de tankar och idéer som lyftes i panelsamtalet i ljuset av aktionsforskning, lärares forskningsengagemang samt behovet av ömsesidigt kunskapsutbyte och lärande. Slutligen ger vi några förslag till vägar framåt för tillämpad språkvetenskap och praktiknära forskning och ASLA-föreningens möjliga roll i en sådan utveckling.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Keywords
lärarforskning, praktiknära forskning, aktionsforskning, språk, språkinlärning
National Category
Didactics
Research subject
English; Swedish; Educational Work; Swedish as a Second Language
Identifiers
urn:nbn:se:kau:diva-73390 (URN)978-91-87884-27-6 (ISBN)
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-07-03Bibliographically approved
Henry, A., Korp, H., Sundqvist, P. & Thorsen, C. (2018). Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters. TESOL quarterly (Print), 52(2), 247-273
Open this publication in new window or tab >>Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters
2018 (English)In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 52, no 2, p. 247-273Article in journal (Refereed) Published
Abstract [en]

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei’s (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for D€ornyei’s proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

Place, publisher, year, edition, pages
John Wiley & Sons, 2018
Keywords
motivation; EFL; ESL; motivational strategies; activity design; extramural English; ICT
National Category
Didactics Specific Languages
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63930 (URN)10.1002/tesq.394 (DOI)000434419600001 ()
Funder
Swedish Research Council, 2013-785
Available from: 2017-09-23 Created: 2017-09-23 Last updated: 2018-07-04Bibliographically approved
Sundqvist, P., Wikström, P., Sandlund, E. & Nyroos, L. (2018). The teacher as examiner of L2 oral tests: A challenge to standardization. Language Testing, 35(2), 217-238
Open this publication in new window or tab >>The teacher as examiner of L2 oral tests: A challenge to standardization
2018 (English)In: Language Testing, ISSN 0265-5322, E-ISSN 1477-0946, Vol. 35, no 2, p. 217-238Article in journal (Refereed) Published
Abstract [en]

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers’ own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, 9th-grade national test in English (speaking part). The national test has the typical characteristics of standardized tests and its main objective is to contribute to equity in assessment and grading on a national level. However, using teachers as examiners raises problems for standardization. The aim of this study is to examine teachers’/examiners’ practices and views regarding four aspects of the speaking test – test-taker grouping, recording practices, the actual test occasion, and examiner participation in students’ test interactions – and to discuss findings in relation to issues concerning the normativity and practical feasibility of standardization, taking the perspectives of test-takers, teachers/examiners, and test constructors into account. In order to answer research questions linked to these four aspects of L2 oral testing, self-report survey data from a random sample of teachers (N = 204) and teacher interviews (N = 11) were collected and quantitative data were analyzed using inferential statistics. Survey findings revealed that despite thorough instructions, teacher practices and views vary greatly across all aspects, which was further confirmed by interview data. Three background variables – teacher certification, work experience, gender – were investigated to see whether they could provide explanations. Whereas certification and gender did not contribute significantly to explaining the findings, work experience bore some relevance, but effect sizes were generally small. The study concludes that using teachers as examiners is a well-functioning procedure in terms of assessment for learning, but raises doubts regarding assessment of learning and standardization; a solution for test authorities could be to frame the test as non-standardized.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
standardized testing; L2 interaction; assessment; EFL; teacher practice; oral tests; ESL; speaking tests; standardization
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-47586 (URN)10.1177/0265532217690782 (DOI)000429074300003 ()
Projects
Testing Talk
Funder
Swedish Research Council, 2012-4129
Available from: 2017-01-05 Created: 2017-01-05 Last updated: 2019-11-07Bibliographically approved
Sundqvist, P. & Sylvén, L. K. (2018). Unveiling the force of learner-initiated informal language learning: Extramural learning. Language Magazine, 17(5), 30-31
Open this publication in new window or tab >>Unveiling the force of learner-initiated informal language learning: Extramural learning
2018 (English)In: Language Magazine, ISSN 1537-7350, Vol. 17, no 5, p. 30-31Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Malibu, CA, USA: Language Magazine, 2018
Keywords
extramural English, EFL, ESL, informal language learning, gaming, extramural
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-66960 (URN)
Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2019-10-28Bibliographically approved
Nyroos, L., Sandlund, E. & Sundqvist, P. (2017). Code-switched repair initiation: The case of Swedish eller in L2 English test interaction. Journal of Pragmatics, 120, 1-16
Open this publication in new window or tab >>Code-switched repair initiation: The case of Swedish eller in L2 English test interaction
2017 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 120, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Despite a long-standing interest in repair practices, much is yet to be learned about participants’ selections of components of the repair operation, and their systematic variation across contexts and languages (Hayashi, Raymond, & Sidnell, 2013b; Kitzinger, 2013, p. 241). The present paper targets the initiation of self-repair through examination of a particular discursive object, the Swedish conjunction eller (‘or’), located in repair-prefacing position in a corpus of 79 second language (L2) oral proficiency tests. In the corpus, eller is systematically produced in Swedish, while surrounding talk is produced in the target language, English. As such, the repair initiations are code-switched (e.g., Auer, 1998b). Building on the recent work on or-prefaced repair initiations in English (Lerner & Kitzinger, 2015), we examine the role of eller-initiated repair (EIR), i.e. repair prefaced by eller, in the context of paired L2 tests. We also contrast EIRs with or-prefaced repair initiations in the same dataset. Findings indicate that EIRs serve to display trouble awareness, which may relate to necessary revisions of both form and content of the talk in English. The ‘other-languageness’ (Gafaranga, 2000) of the momentary code-switch amplifies test-takers’ attention to what needs to be replaced or revised, and indicates to co-participants that self-repair is underway. The practice helps push forward turn transition and pre-empts conclusions about the speaker’s stance or linguistic competence, which may be particularly relevant in a language testing context.

Place, publisher, year, edition, pages
Elsevier, 2017
Keywords
code-switching; conversation analysis; repair preface; self-initiated repair; L2 English; test interaction
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-63891 (URN)10.1016/j.pragma.2017.08.008 (DOI)000414112500001 ()
Funder
Swedish Research Council, 2012-4129
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2018-08-20Bibliographically approved
Sylvén, L. K. & Sundqvist, P. (2017). Computer-assisted language learning (CALL) in extracurricular/extramural contexts. CALICO journal, 34(1), i-iv
Open this publication in new window or tab >>Computer-assisted language learning (CALL) in extracurricular/extramural contexts
2017 (English)In: CALICO journal, ISSN 0742-7778, E-ISSN 2056-9017, Vol. 34, no 1, p. i-ivArticle in journal (Refereed) Published
Keywords
CALL, extramural English, extracurricular, extramural, computer-assisted language learning, digital games, SLA, incidental language learning
National Category
Specific Languages Didactics
Research subject
English
Identifiers
urn:nbn:se:kau:diva-47720 (URN)10.1558/cj.31822 (DOI)000399046500001 ()
Available from: 2017-01-25 Created: 2017-01-25 Last updated: 2019-10-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0511-4624

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