Förberedelser inför proven: lärares strategier för de nationella proven i engelska i Sverige

Abstract The purpose of this study is to explore strategies, challenges and benefits faced by English teachers in preparing students for the national English exams in Sweden. This qualitative study gathered data through semi-structured interviews with five secondary school teachers and analyzed their response using thematic analysis. The results reveal that teachers rely on scaffolding theory, individualized feedback, and practice with past exam materials to prepare students for the national examinations in: speaking, listening, reading, and writing. Challenges include maintaining student engagement during repetitive practice and balancing test preparation with broader language education. The interviewed teachers highlight collaboration among colleagues as a factor in improving preparation, through shared resources and strategies. The study also discusses the benefits of preparation in reducing student anxiety and building confidence. However, the study reveals how repetitive test-focused activities risk lack of engagement from students. Given the increasing importance of national exams in Sweden, further research is recommended to explore strategies employed by teacher on a larger scale.