Hans Malmström
Biographic Data
| ID | 5067467 |
|---|---|
| NAME | Hans Malmström |
| GIVEN NAMES | Hans |
| FAMILY NAME | Malmström |
| SIGNATURE | MALMSTRÖM H |
| AFFILIATIONS | Chalmers University of Technology |
| ORCID | 0000-0003-2450-7650 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
It becomes increasingly complex to deal with multiple channels’
This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are ess…
English reading expectations in Swedish higher education
In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an e…
Assigned reading in English
This study investigates Swedish university students’ engagement with academic reading in English, with a focus on reading compliance, perceived comprehension, and preparedness. Based on a nationwide survey (N = 1,000), the study offers a representative account of students’ academic reading practices and experiences. While a majority of students report reading most or all assigned English texts and generally find them comprehensible, a substantial…
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
English-medium instruction and impact on academic performance
Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning…
Academic communication with AI-powered language tools in higher education
AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact of AILTs on academic communication in higher e…
Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT
The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests betwee…
Preaching in uncertain terms
This study investigates hedging (standardly assumed to express uncertainty, plausible reasoning and the like) in contemporary sermonic discourse as represented by sermon manuscripts from three Christian denominations in the UK. The article addresses three research questions: (i) To what extent is preaching employed as a discursive resource during preaching; (ii) What form does hedging take in sermonic discourse; and (iii) What are preachers’ rati…
At the Crossroads of Tesol and English Medium Instruction
Engaging the Congregation
Most forms of contemporary preaching elevate the role of the listeners, who are seen as co-constructors of the sermon. This article investigates how preachers may respond to a call from homiletics to 'turn-to-the-listener' through their deployment of metadiscourse, operationalized as a framework for understanding preaching not primarily as gospel proclamation, but as a form of social and communicative engagement. A quantitative analysis of 150 se…
Special Topic Issue of Tesol Quarterly, Autumn 2018 At the Crossroads of Tesol and English Medium Instruction
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
At the Crossroads of Tesol and English Medium Instruction
It becomes increasingly complex to deal with multiple channels’
This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are ess…
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
Academic communication with AI-powered language tools in higher education
AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact of AILTs on academic communication in higher e…
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
English Textbooks in Parallel‐Language Tertiary Education
Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in …
Engaging the Congregation
Most forms of contemporary preaching elevate the role of the listeners, who are seen as co-constructors of the sermon. This article investigates how preachers may respond to a call from homiletics to 'turn-to-the-listener' through their deployment of metadiscourse, operationalized as a framework for understanding preaching not primarily as gospel proclamation, but as a form of social and communicative engagement. A quantitative analysis of 150 se…
Special Topic Issue of Tesol Quarterly, Autumn 2018 At the Crossroads of Tesol and English Medium Instruction
At the Crossroads of Tesol and English Medium Instruction
Preaching in uncertain terms
This study investigates hedging (standardly assumed to express uncertainty, plausible reasoning and the like) in contemporary sermonic discourse as represented by sermon manuscripts from three Christian denominations in the UK. The article addresses three research questions: (i) To what extent is preaching employed as a discursive resource during preaching; (ii) What form does hedging take in sermonic discourse; and (iii) What are preachers’ rati…
Linking scores from two written receptive English academic vocabulary tests—The VLT-Ac and the AVT
The academic section of the Vocabulary Levels Test (VLT-Ac) and the Academic Vocabulary Test (AVT) both assess meaning-recognition knowledge of written receptive academic vocabulary, deemed central for engagement in academic activities. Depending on the purpose and context of the testing, either of the tests can be appropriate, but for research and pedagogical purposes, it is important to be able to compare scores achieved on the two tests betwee…
English-medium instruction and impact on academic performance
Stakeholders and researchers in higher education have long debated the consequences of English-medium instruction (EMI); a key assumption of EMI is that student’s academic learning through English should be at least as good as learning through their first language (usually the national language). This study addressed the following question: “What is the impact from English-medium instruction on students’ academic performance in an online learning…
Academic communication with AI-powered language tools in higher education
AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact of AILTs on academic communication in higher e…
Assigned reading in English
This study investigates Swedish university students’ engagement with academic reading in English, with a focus on reading compliance, perceived comprehension, and preparedness. Based on a nationwide survey (N = 1,000), the study offers a representative account of students’ academic reading practices and experiences. While a majority of students report reading most or all assigned English texts and generally find them comprehensible, a substantial…
Teachers’ receptive and productive vocabulary sizes in English-medium instruction
Despite the growing popularity of English-medium instruction (EMI), the conditions for and consequences of teaching and learning academic content through English are poorly understood.The ability of teachers in the EMI environment (i.e.disciplinary or 'content' teachers) to engage students in English is central in this regard since intelligible interaction between the teacher and the students is a precondition for learning when the medium of inst…
English proficiency, pedagogy, and confidence
English-medium instruction (EMI) lecturers in many European universities already command high English proficiency, leaving open the question of what else shapes their classroom practice. We surveyed 978 STEM teachers across 21 Swedish universities to examine how self-rated language proficiency, pedagogical training, and teaching self-efficacy relate to preferred teaching approaches (interactive, organised, transmissive, unreflective). Logistic-re…
It becomes increasingly complex to deal with multiple channels’
This article explores university students’ communicative competence for English-Medium Instruction (EMI) at a Swedish university in the era of digitalisation and blended learning. Based on a linguistic ethnography, we present an argument for communicative competence as repertoire assemblages orchestrating digital materiality and human language to construct meanings. The study shows how diverse digital multimodalities and AI-language tools are ess…
English reading expectations in Swedish higher education
In higher education, students’ learning conditions are shaped in no small part by the reading they are expected to do. This study documents the scope of English reading assigned in Swedish-medium undergraduate education. Although instruction is conducted in Swedish, students are nevertheless frequently required to engage with English texts, a practice long established in non-Anglophone contexts but not previously mapped in detail. Drawing on an e…
Second Language Learning and Teaching (9 works) · Psychology (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Second Language Acquisition and Learning (7 works) · Sociology (7 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · English for academic purposes (3 works)