The present study examines why businesses and government ministries use and need occupational second foreign language (L3) skills, but fail to mention these in job advertisements. It contrasts data from two quantitative ...

This paper contrasts students’ perceptions of feedback practices on written texts and their utilization of the feedback against formative assessment pedagogy. It uses observations of nine lessons of English writing in ...

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I dette kapitlet analyserer jeg tekster som 16-17 år gamle elever i norsk videregående skole har skrevet i etterkant av et samfunnsfagprosjekt om bærekraftig utvikling. Tekstene er analysert med tanke på hva slags forståelser ...

The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway and internationally. To address recruitment difficulties, there is a need for further knowledge of prospective teachers’ ...

Nordic universities are involved in a global competition against American and UK universities, whose main competitive advantage is their placement in English-speaking countries. The authors argue that Nordic universities ...

Norsk ungdom vokser opp i et av verdens rikeste, lykkeligste og mest egalitære land. Samtidig vet de at mange i verden lider. Hvordan skal de føle, tenke og handle i møte med verdens urettferdige fordeling av goder? I ...

This study analyses reading proficiency, strategy use, and interest in English as the second language (L2) of 463 upper secondary students (16/17-year-olds). They were identified among a national sample of 10,331 students ...

Like muligheter til god leseforståelse? 20 år med lesing i PISA presenterer forskning basert på PISA-undersøkelsen 2018. Hovedresultatene fra undersøkelsen ble presentert i en kortrapport i desember 2019, og denne antologien ...

This qualitative study reports on teachers’ (formative) feedback practices in writing instruction. Observations and interviews were used to collect data from ten upper-secondary teachers of English as a Foreign Language ...