Difficulties found in the English classroom at the upper secondary level when teaching English as an L3 : English teachers and students view on teaching and being taught English as a third language

Abstract: The study aimed to investigate the difficulties English teachers in Sweden experience when teaching English to students studying English as an L3. A second aim is to investigate what students at the upper secondary level in Sweden experience as difficult when learning English as an L3. The study was conducted with three teachers and ten students using semi-structured interviews and observations. Results suggest several difficulties in teaching and learning English as an L3. Most students agree that listening comprehension is one of the most challenging parts of learning English as an L3. The teachers agreed that language structure was the most difficult for L3 learners. Several students and teachers also bring up spoken English. Writing is not brought up to any great extent as a primary issue for the students. Among the issues regarding spoken English, pronunciation is brought up, and the fear of speaking a foreign language. As for strategies, the teachers mention a few, such as tests at the beginning of the term and adjusted assignments. However, one teacher mentioned that there is not enough time to help the students even though he has resource class after school hours. On the other hand, the students do not have specific strategies other than translations of words they do not understand. There seems to be a lack of knowledge for both teachers and students regarding how to use strategies for learning English as an L3