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Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Swedish students’ proficiency in written production in a third language (L3) ​​has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g. Manchón 2011), writing tends to be a neglected skill in foreign language classrooms in Sweden. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this article, we focus on process-oriented writing in German as a foreign language in a Swedish upper secondary school (course 4). Texts from 20 Swedish learners of German (level A2 ̶ B1) working with process-oriented writing for three months were collected. After having finished the work with process-oriented writing the learners were asked to fill in a questionnaire on their attitudes towards the work with process-oriented writing. Our study is guided by the following questions: What impact does the work with written production have on students’ attitudes to text production? What effect does corrective feedback and revision of texts from fellow students have on accuracy? Our study contributes with information on writing practices in the foreign language classroom and the effect corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

In this study, we explore students’ attitudes towards the use of digital tools in the learning of English in Sweden and Germany. Further, we look into the official policies concerning digitalization in schools in both countries. The hypothesis of this study is that there will be differences in the treatment of and attitudes to digital tools between the students and between the two countries. Data were collected through a semi-structured questionnaire answered by 155 German and 185 Swedish students, aged 15‒16. The study shows that there are differences in how digital tools are integrated in school education. Although Sweden and Germany can be perceived as empirical contexts within a common European background, they have diverse viewpoints on how digital learning should be prioritized and facilitated for school level education. The Swedish system is more conversant with the use and integration of digital learning tools as compared to Germany. While Swedish students use a variety of tools, there is a lack of access to digital learning tools in Germany. This is also obvious in how Swedish students are more comfortable with and are able to present stronger suggestions for the improvement of digital tools as compared to the German students. Our results also show the lack of efficient digital learning tools in both Sweden and Germany. Co-creation between students, teachers, entrepreneurs and policymakers must be encouraged to support innovative, efficient and user-friendly digital tools in education.

Hösten 2015 genomfördes marknadsstudier och datainsamling genom nätverksarbete och före-tagsbesök i Smålandsregionen, för att på så sättfå kunskap om det lokala näringslivet. Inter-vjuer genomfördes på exportföretag i regionen och en intervjuguide sammanställdes som om-fattade frågor om bland annat språkbehov, integration och ledarskap. I denna artikel läggs främ-st fokus på de frågor ochsvar som berör språk och export. Tidigare undersökningar om de främmande språkens ställning i Sverige, språkekonomi och språkbehov på företag diskuteras inledningsvis, varpå resultaten av intervjuerna presenteras. I artikeln presenteras även en mo-dell för att stärka de främmande språkens ställning i Sverige, ett pilotprojekt som startades 2016 i samarbete med Goethe-Institutet, Fortbildningsavdelningen för skolans internationalisering, skolor och företag., Rikare med språk