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"Man vill bara slippa F:et": Hur två gymnasieelever i läs- och skrivsvårigheter upplever engelskundervisningen
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"As long as I don't get an F" : How two upper secondary students in reading- and writing difficulties experience their English instruction (English)
Abstract [sv]

Syftet med studien är att förstå hur två gymnasieelever i läs- och skrivsvårigheter, på olika yrkesprogram, upplever sin undervisning i kursen Engelska 5. Följande frågeställningar har valts för att nå studiens syfte: Hur upplever eleverna att deras läs- och skrivsvårigheter påverkat deras studieresultat i kursen Engelska 5? Hur upplever eleverna att studieresultaten i kursen Engelska 5 påverkat den akademiska självbilden? Hur upplever eleverna olika bedömningspraktiker i engelskundervisningen?

Studien har en kvalitativ ansats med livsberättelseintervju som metod. Den teoretiska utgångspunkten i studien är fenomenologi och Amedo Giorgis femstegsmodell har tillämpats för att analysera studiens data.

I resultatet framkommer att eleverna upplever att deras läs- och skrivsvårigheter har påverkat både studieresultatet i kursen Engelska 5 och den akademiska självbilden negativt. De upplever att undervisningens upplägg, med stora undervisningsgrupper, begränsat lärarstöd och inga stödinsatser, är bidragande orsaker till att de inte lyckats nå kunskapskraven i kursen Engelska 5. Eleverna upplever att den muntliga feedbacken från läraren är mest effektiv för kunskapsinhämtandet samt att strategin kamratbedömning upplevs som negativ på grund av nya gruppkonstellationer varje läsår i kursen Engelska 5. Båda elever anser att de kommer ut i ett yrke efter gymnasiestudierna oavsett om de lyckas nå kunskapskraven i kursen Engelska 5 eller ej. 

Abstract [en]

The purpose of the study is to understand how two students in upper secondary school, with reading- and writing difficulties, experience their education in the course English 5. To clarify and deepen the aim of the study three questions have been used: Do the students experience that their reading- and writing difficulties have affected their academic results? In what way do the students experience that their academic results have affected their academic self-concept? How do the students experience different types of assessment?

The study has a qualitative approach with life stories as a method and the theoretical frame of the study is phenomenology. Amedo Giorgi's five steps model has been used to analyze the data of the study.

The results show that the students experience that their reading- and writing difficulties have affected both their academic results and their academic self-concept negatively. They experience that the structure of their lessons, with big classes, limited teacher support and no special educational support, affect their possibility to accomplish the knowledge requirements. The students experience that the oral feedback from the teacher is the most important thing to accomplish knowledge. The strategy peer review is experienced as negative due to new classes every semester in the course English 5. Both students are convinced that they will be employable after their studies regardless if they have accomplished the knowledge requirements in the course English 5 or not. 

Place, publisher, year, edition, pages
2018. , p. 42
Keywords [en]
Reading- and writing difficulties, phenomenology, life-story interview, academic self-concept, assessment of learning
Keywords [sv]
Läs- och skrivsvårigheter, fenomenologi, livsberättelse, akademisk självbild, bedömningspraktiker
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-67860OAI: oai:DiVA.org:kau-67860DiVA, id: diva2:1221606
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Language, Writing and Reading Skills (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-20Bibliographically approved

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