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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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English-Swedish vocabulary quizzes

Date of Publication


Target Group


Domain Area

Business & Communication
International Relations

Learning Scenario

Autonomous learning

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This resource is a part of The Internet TESL Journal's Activities for ESL Students. In it you can find several quizzes contributed by different volunteers. These quizzes are adequate for A1-A2 level students/learners, as they focus on areas such as Days & Months, colours, numbers, animals, parts of the body, etc. As such, this resource is adequate for anyone who wants to learn the basics of Swedish, either for business purposes or simply if you want to go to Sweden for leisure purposes
By clicking on one of the vocabulary themes, you will be shown a quiz, with several questions. A word in English is given and the correct word in Swedish must be chosen among the five options given. Students get immediate feedback on their answers.

Case study

This resource was tested with a group of 10 students doing the Master in Translation. These students, who master some languages (MA in Translation) and have a rather intuitive use and knowledge of foreign languages, were asked to test the resource in an autonomous way and at their own pace. Then they were asked to make some comments on the resource and its use. The reactions were rather positive. The students highlighted the simplicity of the interface and how easy it is to use. It also gives them the chance to repeat the words they missed or failed to complete. Overall, they enjoyed the quizzes and the fact that it’s also challenging as the first contact with a language like Swedish. The only inconvenience they found was that in words with umlaut the system doesn´t recognize it, and as such it is difficult for learners to play.


Please produce a check list / guidelines on how to use the resource
Classroom context:
Even though more suited for autonomous learning, this resource can also be used by lecturers in the classroom, applying it in a flipped classroom context. Students would thus be made accountable and autonomous regarding their own learning at a beginner level. Then, in class, the lecturer should practise these topics, by doing practical exercises, either in groups or in pairs, such as noughts and crosses (as a warmer), ‘the odd one out’ (select 4 words of the same semantic field and one of a different one. Students should select the one that does not belong to the same semantic group).
Autonomous learning:
Depending on the lexical item learners want to learn, they can choose different items and answer the questions on them. For example, the ‘Parts of the body’ quiz has 26 questions. The word is given in English and the 5 options are written in Swedish. Just click on the answer that is believed to be correct. If you get the wrong answer, the correct word appears below the word in English. Do this only once and come back again to the same quiz after doing other quizzes. That way, you will check if you still remember the correct words and improve your quiz score.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The resource is easily accessible online and it is also easy to use and adapt to several contexts starting from A1 level. It is very intuitive and therefore easy to use. Instructions are clear.
The resource can be easily explored on an individual level and requires internet access, either on a computer or mobile device. The learner can easily follow the resource as the resource uses English as a mediation language.
Students are given immediate feedback on their answers. Therefore, they can assess their own progress and reflect on learning. Even though a bit dated, quizzes are always a rather effective and amusing way of learning a language.
Website of the Teaching Source: