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Using a quantitative design, 95 teachers from two Viken districts completed a 15-item questionnaire and an open-ended item on vocabulary teaching strategies. Descriptive statistics, ANOVA, and t-tests analyzed results showing vocabulary, reading, and grammar as key strategies. Findings also highlight the usefulness of collaborative teaching and discuss implications for future L3 research.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-english-as-a-third-language-to-minority-adult-learners-in-norwegian-secondary-schools/593196/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-english-as-a-third-language-to-minority-adult-learners-in-norwegian-secondary-schools/593196.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult learners in Norwegian secondary schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"A quantitative approach was used with 95 teachers completing a 15-item questionnaire and an open-ended question; descriptive statistics, ANOVA, and t-tests were applied.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teaching strategies did teachers consider most important?",{"text":121,"@type":113},"Teachers identified teaching vocabulary, reading, and grammar as important strategies for effective L3 instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593196,1792188621,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Teaching English as a Third Language to Minority Adult Learners in Norwegian Secondary Schools  \nBy Mohammed Awal Alhassan∗  \nThe aim of this study was to explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult students in secondary schools. Using a quantitative research approach, 95 teachers from two districts in the Viken county of Norway completed a 15-item questionnaire titled. Perceived Strategies for English Teaching Scale and an open-ended question about ways of teaching vocabulary for effective English teaching to support students learning in their classrooms.  \nDescriptive statistics, ANOVA, and t-tests were used to analyse the data. The results showed that teaching vocabulary, reading, and grammar, among others, were strategies considered as important in teaching English. Reflecting on teachers challenging roles in teaching English as L3 to minority adult learners with varied English knowledge a collaborative teaching strategy was found tobe very useful. The respondents also identified certain ways of teaching vocabulary to support students learning. Implication for further research is discussed.  \nKeywords: Norway, English teaching, minority students, teaching strategies  \nIntroduction  \nEnglish as a global language is central for both communication and the development of individual identity (Utdanningsdirektoratet, 2020) . However, teacher training programs in Norway do not provide English teachers with the necessary skills to teach English as a third language (an L3) as there is no political decision situating English as L3 in language planning in Norway. In this study the term “L3” is used to mean foreign language study for minority adults who have Norwegian as their second language and learning the English language in addition. Teachers may require multilingual competence to teach English as a third language. In many countries, including Norway, curriculum competence and knowledge of English as a foreign language are important in studies, social and working life. Students should be able to read, write and speak in social settings. Tobe able to understand and speak English, researchers have noted that students need both the ability and will to use the language supported by grammar and vocabulary to equip students with the necessary competence and skill in English reading, writing, and oral communication (Wilkins, 1972; Macaro, 2003). According to Dörnyei (1998), teaching students is almost impossible if the students are not motivated to learn the language, as learning a foreign language is a long process. Research claims that motivation is the driving force for learning a foreign language (MacIntyre & Gardner, 1989; Dörnyei, 1998) . In fact, studies show that  \n∗Associate Professor, Nordre Follo Department of Adult Education, Norway.  \nthere are more than 400,000-2,000,000 words in the English language, only a small number of these appear frequently in the materials we read, and when we learn these words we cover most of the words needed to communicate in English (Nation, 2013; Macaro, 2003; Schmitt & Schmitt, 2020). According to Macaro (2003), four essential word categories are important to know to be able to count and explore words; tokens, types, word families, and lemmas. Tokens refer to the total number of words in a text, for example, there are twenty-two tokens in this sentence. Types are the number of different words in a text. Measuring types could be useful if we wanted to measure the range of vocabulary used in a text. To be able to learn and use English, it is essential to know the word categories, which again depends on the will and ability to learn them.  \nThe will and the ability to use the language depend on three factors: motivation, language anxiety, and attitude. Without these factors, long-term goals could hardly be accomplished. While motivation provides both the incentive to initiate learning and move on, language-","cbCaipml6PqDz4bo","https://ap.wps.com/l/cbCaipml6PqDz4bo","pdf",199148,16,"English","# Introduction\n## Background and rationale\n## Motivation, anxiety, and attitudes\n# Literature Review\n## Vocabulary and motivation in L3 teaching\n## Teacher competence gaps in Norway","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult learners in Norwegian secondary schools.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A quantitative approach was used with 95 teachers completing a 15-item questionnaire and an open-ended question; descriptive statistics, ANOVA, and t-tests were applied.\"},{\"question\":\"Which teaching strategies did teachers consider most important?\",\"answer\":\"Teachers identified teaching vocabulary, reading, and grammar as important strategies for effective L3 instruction.\"}]","Teaching English as a Third Language to Minority Adult Learners in Norwegian Secondary Schools | PDF",1792076803]