Second, main groups of theories are reviewed, including: Theories of material designs, theories of learning, and previous works on teaching and learning via English songs.. Third, the re
Rationales
English has become a vital means of communication globally, particularly in international conferences, and its popularity continues to rise in Vietnam, where the number of English learners is increasing rapidly To enhance learners' proficiency in all four skills—listening, speaking, reading, and writing—effective teaching methods must be explored The Audio-Lingual Approach focuses primarily on listening and speaking, often neglecting reading and writing, which can lead to rote learning without understanding, leaving learners unable to create original sentences Conversely, the Grammar-Translation method emphasizes grammar and translation, which can hinder learners' confidence in speaking and listening Traditional teaching methods often result in disengagement and boredom among students in high schools and universities.
In Vietnam, learners often encounter complex structures in the classroom that are seldom used in everyday communication This highlights the dual nature of methodologies, which can have both positive and negative aspects The key lies in the appropriate application of each teaching and learning method.
Folktales and songs serve as powerful tools for enhancing English language learning and cultural understanding According to Price (1994), folktales engage learners and effectively improve their language skills, while Santo (1995) highlights the motivational impact of songs on English learners Listening to song fragments or reading lyrics can stimulate cognitive reconstruction, allowing teachers to introduce vocabulary, clarify colloquial expressions, and reinforce grammatical concepts Through songs, learners not only acquire new words and structures but also share their feelings with peers, enriching their emotional and cultural experiences Ultimately, both folktales and songs provide valuable lessons and insights, making the learning process more enjoyable and meaningful.
Songs are an effective tool for teaching English, making the process of learning enjoyable and engaging Utilizing music in language education not only enhances listening skills but also supports the development of other language abilities.
Aims, objectives, and research scope
Objectives
The research aims to explore
- how to choose a song that can be designed as a teaching and learning material
- how to design a chosen song as a material that can help learners improve all four skills
- an effective way in teaching English using song materials
Research scopes
This thesis focuses on teaching English through pop and country music for two main reasons: their widespread popularity in Vietnam makes them familiar to learners, and the engaging lyrics and melodies of these genres enhance the effectiveness of English language practice.
The author of this study should only apply methods to pre-intermediate English learners who have acquired a certain amount of vocabulary, about 1500 –
2000 words and a basic level of listening and speaking proficiency.
Limitations
Every thesis has its pros and cons, and this one is no different The author made significant efforts to conduct surveys assessing the effectiveness of using songs to enhance learners' four skills However, it is important to acknowledge the limitations of this thesis, which should not be overlooked.
This study required significant time and effort to complete Although the sample size was limited to approximately 100 participants from three language centers who completed two questionnaires, and around 10 participants for interviews, a larger population could yield more complex and intriguing results Increasing the number of participants in this survey may reveal greater differences in the findings.
The research design's methodological issues may restrict certain interpretations The thesis author relied solely on questionnaires, teaching experiments, observations, and interviews for data collection, utilizing Microsoft Excel for result analysis Employing additional research tools could have significantly altered the outcomes.
The limited selection of songs in the research restricts the ability to generalize their significant impact on learners' language competence Additionally, the study focused solely on pop and country genres.
It must be believed that different kinds of songs used in the research should bring far more results that are effective
• English level of participants involved in the research
The research participants are at a pre-intermediate English level, and the findings of this thesis would be more compelling if a diverse group of participants with varying English proficiency levels were included in the study.
Research questions
From the aims and objectives raised above, three research questions should
1 Is it effective to help learners improve the four basc language skills using English songs?
2 How can an English song be chosen and designed as a material of teaching and learning English?
3 How can English songs be taught effectively to help learners improve the four language skills?
Terminology
This thesis aims to clarify key terminologies, which are defined based on the Macmillan English Dictionary (2002) and the Dictionary of Language Teaching and Applied Linguistics (1995).
- Receptive language knowledge : (also called passive language knowledge) The ability of a person to actively produce their own speech and writing
- Productive language knowledge : (also called active language knowledge) The ability of a person to understand the speech and writing of other people
Tasks are structured activities aimed at achieving specific learning objectives in language teaching Several factors influence the effectiveness of these tasks, including their goals, procedures, sequence, pacing, expected outcomes, learning strategies, assessment methods, participant engagement, available resources, and the language used.
Project work is an independent task-focused activity that can be undertaken by individual students or groups, primarily outside the classroom It typically involves three key stages: planning in the classroom, executing the project, and reviewing and monitoring the outcomes.
Effective language learners understand the processes that govern their learning and actively employ suitable strategies to take charge of their educational journey.
Discourse refers to the use of language in communication, encompassing larger units such as paragraphs, conversations, and interviews While grammar focuses on the rules for constructing grammatical units like clauses and sentences, discourse examines how these units function together in meaningful ways.
The communicative approach to foreign or second language teaching prioritizes communicative competence as the primary goal of language learning Developed by British applied linguists, this method serves as a response to traditional grammar-based approaches, such as the aural-oral method Teaching materials designed for the communicative approach focus on enhancing students' ability to communicate effectively in real-life situations.
This article focuses on teaching the essential language skills required to express and comprehend various functions, including making requests, describing situations, and articulating likes and dislikes The curriculum is structured around a notional syllabus or a communicatively organized syllabus, ensuring effective communication and understanding in diverse contexts.
Effective communication involves the appropriate use of language tailored to various situations, enabling individuals to perform diverse tasks such as solving puzzles and gathering information Additionally, language serves as a vital tool for social interaction, fostering connections and understanding among people.
- Comprehension-based approach : An approach to second and foreign language teaching which emphasizes that:
+ before learners are taught speaking, there should be a period of training in listening comprehension
+ comprehension should be taught by teaching learners to understand meaning in the target language
+ the learners’ level of comprehension should always exceed their ability to produce language
+ productive language skills will emerge more naturally when learners have well developed comprehension skills
+ such an approach reflects how children learn their first language
Organization of the thesis
This thesis is designed in five chapters, each of which serves different aims:
This chapter presents the rationales, the aims and objectives, research scopes, research questions, limitations, and the organization of the thesis
- theories of material designs, mainly focusing on Hutchinson’s theories about materials design and materials development
- theories of second language learning
- previous works on teaching English via songs
- concerns of teachers about using music and songs in language classroom
- two questionnaires, which are designed to find out learners’ opinions about teaching and learning English via songs
- a suggested collection of activities which covers a model of material design for songs basing on Hutchinson’s theories
- an interview that is used to ensure the results found in both questionnaires
Chapter Four: Findings and Discussions
This chapter presents and discusses the results found in both questionnaires and the pocket interview designed in Chapter 3
Chapter Five: Conclusions and Implications for teaching
This chapter concludes the main points found in this thesis, and suggests implications for teaching and learning English using songs as inputs
In this chapter, the author of this thesis will discuss the theoretical positions used in the next sections This chapter includes three main sections as follows:
Section one covers the theories of material design, which is useful for understanding of the effective material and the steps to produce it
Section two explores various learning theories, emphasizing the significance of language, learners, and the learning process This section will discuss the interrelationship of factors that influence teaching and learning, providing valuable insights for the subsequent chapters.
Section three explores the perspectives of English teachers and lecturers on the effectiveness of using songs in English language instruction It discusses various types of songs utilized in teaching and learning, along with valuable experiences that contribute to effective English education.
Theories of materials design
Effective materials
Effective learning materials, as noted by Brian (1998), should create a comfortable environment that fosters learner confidence When learners experience tension or anxiety, they risk missing valuable language learning opportunities, hindering their skill development To address this, materials should include texts and illustrations relevant to the learners' cultural contexts Additionally, effective materials should encourage self-investment, allowing learners to engage actively in their learning process Given the diverse learning styles present in a classroom, materials must incorporate a variety of activities to meet communicative goals and provide ample opportunities for learners to practice the target language.
Jolly in Tomlinson (1998) emphasizes that effective educational materials must be tailored to the specific needs of learners, helping them address language challenges and accommodate diverse learning styles Relying on a generic course book without careful selection is often ineffective; therefore, teachers should create customized materials that cater to their unique student groups By utilizing their own resources in the teaching process, educators can reduce dissatisfaction, boost confidence, and enhance overall learning outcomes.
Bell and Gower (Tomlinson, 1998) argue that an effective course book should provide relevant cultural contexts and topics for learners They emphasize the crucial role of teachers in selecting and utilizing course materials, highlighting the need for educators to determine when to supplement, enhance, or omit sections of the course book to ensure its effectiveness.
11 integrate all four language skills and the languages used in this book should be natural, i.e it should come from “native speakers communicating naturally.”
How to design materials
Before designing a course, it is crucial for materials writers to consider several key needs highlighted by Hall (1995), including the need for communication, long-term goals, authenticity, and student-centeredness Communication is fundamental to language learning and requires three essential conditions: a topic to discuss, an audience, and a vested interest in the communication's outcome Learners should be equipped to communicate confidently in both classroom settings and real-life situations, prompting teachers to guide them in effective learning beyond the classroom Hall identifies three components of the language classroom: the teacher, the learners, and the materials, emphasizing that learners must play an active role in the process as they are best aware of their own needs and interests Therefore, materials writers should focus on fostering learners' creativity and engagement in their educational journey.
Hutchinson (1989) emphasizes that before materials writers begin their work, they should address three fundamental questions categorized under Language Descriptions, Theories of Learning, and Needs Analysis He illustrates the interconnectedness of these three elements in the accompanying figure.
The nature of particular target and learning situation
Figure 2.1: Factors affecting English for specific purpose course design
Hutchinson defines language description as the breakdown of the language system for effective study and learning He identifies three essential levels of communication: structural, functional, and discourse He distinguishes between learners' performance and competence, which is crucial for their success in language acquisition Learning theories underpin methodologies by elucidating how individuals learn, with Hutchinson highlighting the behaviorist, cognitive, and affective approaches He advocates for material writers to integrate these theories when designing educational resources Additionally, Hutchinson emphasizes the significance of needs analysis, a complex process that addresses both target situation needs related to language use and learning needs that focus on how learners engage with language.
Hutchinson presents two models of materials design that encompass four key elements: Input, content focus, language focus, and task The interplay among these elements is illustrated in the accompanying figures.
Figure 2.3: An expanded material design model
According to Hutchinson, Figure 2.2 serves as the core of a materials model, allowing for the selection of input from various communication data based on specific objectives This approach offers learners valuable opportunities for practical application.
Students utilize their existing knowledge and skills to process information, drawing from both language and subject matter Content focus conveys information and emotions, while language focus, which includes sentence structures and text construction, allows learners to analyze and reconstruct the language These elements are chosen based on the learners' needs for task performance, which Hutchinson identifies as the ultimate goal of language learning This approach enables learners to effectively apply the content and language knowledge they have developed throughout the unit.
Hutchinson recommends incorporating additional elements, as illustrated in Figure 2.3, to enhance material refinement The starter serves several crucial functions: it establishes a knowledge context for understanding the input, stimulates learners' interest in the topic, and engages their thinking processes The project component allows learners to apply the knowledge acquired to their own circumstances, enabling them to utilize what they have studied in similar situations after completing the unit.
Dumitrescu (2000) emphasizes the importance of considering three key aspects of learners' backgrounds when selecting or designing educational materials: linguistic, knowledge, and cultural backgrounds He argues that linguistic background impacts classroom management, task selection, and micro skill instruction, while knowledge background dictates the specificity of information required in the materials Additionally, cultural background plays a crucial role in shaping the interaction between trainees and instructors Dumitrescu also identifies two other factors that significantly influence the final choice of materials.
Applicability pertains to how well the material aligns with the learners' professional fields, while adaptability focuses on the simplicity of designing tasks and modifying texts.
Hutchinson (1989, pp 121-125) gives out ten stages to write a material, including:
Stage 1: Find your text, basing on three criteria:
- The text should be a naturally occurring piece of communication or a piece that might have occurred naturally
- It should be suited to the learners’ needs and interests
To create effective classroom activities, begin by envisioning the tasks learners will complete at the end of the unit Next, review the syllabus to ensure that these tasks align with the curriculum and will provide meaningful benefits to your students.
Stage 4: Decide what language structure, vocabulary, functions, content the input contains What aspects of language and content can be usefully focused on in the exercises?
Stage 5: Think of some exercises and activities to practice the items you have identified
Stage 6: Go back to the input Can it be revised in any way to make it more useful? If nothing emerges, put it in cold storage and look for another text
Stage 7: Go through stage 1 – 6 again with the revised input
Stage 8: Check the new materials against the syllabus and amend accordingly Stage 9: Try the materials in the classroom
Stage 10: Most importantly, revise the materials in the light of the classroom use There is no such thing as perfect materials They can always be improved.
Theories of second language learning
Three essential elements in successful
Successful language learning, as highlighted by Nunan (1999), hinges on three key elements: language, learners, and the learning process While teachers are often viewed as vital in language learning contexts, their role is not deemed essential to the overall learning process.
Celce and Olshtain (2000) suggests three main resources of language that interact in ways that manifest themselves through discourse: Grammar, vocabulary, and phonology
Richards, Platt, and Plat (1993) emphasize that grammar is the fundamental aspect of language They define grammar as a framework that describes the structure of a language and the rules governing the combination of linguistic units, such as words and phrases, to form coherent sentences This definition highlights the importance of meaning in the construction of language.
Nunan (1999) highlights the essential connection between grammar and discourse, stating that they exist in a hierarchical relationship where higher-order discourse influences lower-order grammatical choices To fully understand grammar, it is crucial to consider its three dimensions: form, meaning, and use Therefore, it is recommended that learners engage in tasks that promote the exploration of these interlinked dimensions, enabling them to understand grammar's role in context and apply their developing grammatical competence to create coherent discourse.
The second challenge in language acquisition pertains to vocabulary, which is closely linked to grammar within the language system Advocates of the comprehensive-based approach argue that a rich vocabulary allows learners to exceed their linguistic capabilities, enabling them to derive meaning from both spoken and written texts more effectively.
Pronunciation is crucial for enhancing listening skills in language learners, as it is closely linked to listening comprehension To effectively teach pronunciation, learners should focus on two key aspects of phonology: segmental phonology, which involves individual sounds, and suprasegmental phonology, which encompasses stress, rhythm, and intonation patterns Mastery of suprasegmental features is vital for successful communication, as incorrect stress, rhythm, and intonation can hinder the development of listening skills.
Vocabulary, grammar, and phonology are interrelated components of language According to Celce and Olshtain (2000), effective communication relies on the simultaneous use of all language resources to create meaningful discourse Even when inaccuracies arise, the intended message can still be understood due to clear contextual support Therefore, it is essential to encourage learners to utilize their full range of language skills to engage in relevant and purposeful discourse both in and out of the classroom.
Nunan (1999, p.142) draws some pedagogical implications from the interrelation of three language resources as follows:
- Learners are exposed to authentic samples of language so that grammatical features one is trying to teach are encountered in a range of different linguistic and experiential contexts
Drilling a specific form does not guarantee that learners have fully acquired it; rather, it is viewed as an initial step towards achieving mastery.
- There are opportunities for recycling of language forms, and learners are engaged in tasks designed to make transparent the links between form and function
Learners can enhance their grasp of English grammar by engaging in inductive learning experiences that allow them to progressively build and refine their understanding of language This approach encourages exploration of grammar's role within context, fostering a deeper comprehension of its principles.
- Over time, learners encounter target language items in an increasingly diverse and complex range of linguistic and experiential environments
Learners are crucial to the learning process, necessitating a focus on their needs, roles, contributions, and choices Addressing these three key aspects enhances the overall educational experience and fosters effective learning outcomes.
Needs analysis, as defined by Richards and Platt (1993), is the process of identifying and prioritizing the language needs of learners Brinkley (as cited in Nunan, 1999) categorizes these needs into two types: 'objective' needs, which can be assessed by teachers through personal data and language proficiency analysis, and 'subjective' needs, which encompass learners' wants and expectations but are often difficult to articulate.
In 1999, a distinction was made between 'content' needs and 'process' needs in educational contexts Content needs encompass the selection and sequencing of topics, grammar, functions, notions, and vocabulary, which are typically addressed in syllabus design In contrast, process needs focus on the selection and sequencing of learning tasks and experiences, traditionally associated with methodology Additionally, there is a differentiation between initial needs, assessed before a course starts, and ongoing needs, which involve informal analyses conducted by teachers during the course.
Nunan asserts that even with identical course objectives, materials, teachers, classrooms, and schedules, each class remains unique due to varying role expectations among participants According to Tony Wright (as cited in Nunan, 1999, p.156), role expectations encompass both social and interpersonal factors, as well as learning tasks, particularly the expectations of teachers and learners regarding these tasks The interplay of these factors creates a dynamic classroom environment that can either enhance or hinder the learning process Individual personality traits also influence participants' role expectations Recognizing learners as active constructors of their own knowledge is crucial for fostering a collaborative learning atmosphere Wright emphasizes that learners' expectations regarding learning tasks and their approaches to these tasks significantly impact classroom dynamics.
Effective language learners distinguish themselves by making informed choices about their learning methods, highlighting the importance of developing this skill A collaborative negotiation between teachers and learners ensures that both parties' perspectives are addressed, fostering a productive educational environment Nunan emphasizes that this negotiation is an ongoing process, which can be enhanced by integrating a series of steps into the learning framework He outlines nine specific steps to guide learners along the negotiation continuum.
- Step 1: Make instruction goals clear to learners
- Step 2: Allow learners to create their own goals
- Step 3: Encourage learners to use their second language outside classroom
- Step 4: Raise awareness of learning process
- Step 5: Help learners identify their own preferred styles and strategies
- Step 7: Allow learners to generate their own tasks
- Step 8: Encourage learners to become teachers
- Step 9: Encourage learners to become researchers
Clark (2006) claims there are five attributes of an effective learner: self- directed, inquisitive/ curious, self-aware/ honest with self, risk-taking/ not afraid of making mistakes, and open-minded
Self-direction is the most crucial attribute in the learning process, as it empowers learners to see the long-term benefits of their skills and education According to Clark, when individuals can visualize how a particular skill or class contributes to their future, they are more likely to motivate themselves and take greater pride in their daily efforts.
Asking questions and being inquisitive, to Clark, is also essential to the learning process because the process involved in formulating a question often helps crystallize a new concept in learners’ mind
Clark emphasizes the importance of self-awareness in learning He suggests that when learners encounter confusion, they should acknowledge their lack of answers and seek assistance, which can enhance their skills and help them achieve their goals.
Three internal factors affecting the second language learning
The organizer plays a crucial role in the internal processing system, facilitating the learner's gradual organization of a new language According to Krashen, analyzing the language produced by learners reveals the functioning of the organizer through three key phenomena, including the transitional constructions that learners employ prior to fully acquiring a structure.
(2) the errors that systematically occur in learner speech, and (3) the common order in which mature structures are learned
The monitor is a crucial component of a learner's internal system, responsible for conscious linguistic processing It enables learners to utilize their linguistic knowledge to formulate sentences and edit their speech and writing According to Krashen, the monitor is engaged during conscious linguistic processing, such as when learners focus on linguistic forms during drills or memorize dialogues The extent of monitor usage varies based on factors like the learner's age, the amount of formal instruction received, the nature of the verbal tasks, and individual personality traits Notably, learners who are insecure or self-conscious tend to rely on the monitor more frequently.
In brief, the three internal processing factors have just mentioned should play an essential role in the successful acquisition of the second language.
Discussions of previous works on teaching English via songs
Many authors from different parts of the world have mentioned teaching English via songs Many useful aspects found in songs can give effectiveness in English teaching methodology
Murphey (1998) highlights the significant role of music and songs in language learning He notes that songs activate the repetition mechanism of the language acquisition device, as our brains naturally repeat sounds from our environment to understand them Additionally, music is universally present, making it easily accessible for people everywhere Songs also provide relaxation, variety, and enjoyment, fostering harmony both individually and within groups, while offering insights into diverse cultures, religions, and patriotism Furthermore, the brevity and self-contained nature of songs make them suitable for classroom instruction.
Garza (1995), an assistant professor and coordinator in the Department of Slavic Languages at the University of Texas at Austin, says that:
Songs serve as a powerful tool for learners to memorize phrases and word combinations, enhancing their communication skills Rock music videos are particularly effective for teaching pronunciation and intonation The repetition, rhyme, and rhythm found in songs aid in quick memorization and imitation of the original text Consequently, a "foreign accent" can be more easily masked in song than in regular conversation Through songs, educators can teach specific sounds, such as /th/ and word-final /r/, as well as grammatical elements like nouns and adjectives Additionally, song lyrics offer excellent material for practicing modal constructions in English.
Garza suggests that songs can help learners master pronunciation and develop natural intonation while exposing them to unique sounds absent in their native language However, the author of this thesis argues against using rock music as a teaching tool, as its loud and powerful nature may hinder learners' ability to listen and differentiate between sounds effectively.
Diamond and Minicz (1994), ESL consultants at the Adult Learning Resource Center in Des Plaines, Illinois, advocate for the use of music in teaching English, particularly highlighting the benefits of country songs over rock music They believe that country music aids learners in practicing pronunciation, stress, and intonation, while also providing teachers with a tool to introduce new grammar concepts Additionally, Diamond underscores the importance of this approach in enhancing language learning.
Music enhances language learning by infusing it with meaning and emotion Songs offer memorable phrases that help students grasp nuances in language Additionally, they alleviate stress, enabling learners to listen to and practice language in an enjoyable way repeatedly.
Diamond and Minicz highlight that using songs in language learning helps students overcome cultural barriers and engage with real-life communication scenarios that are often absent in textbooks This method not only aids in understanding language structures and skills but also uncovers intriguing aspects of the language embedded in the songs As a result, learners gain valuable experiences and boost their confidence in everyday conversations Additionally, the catchy melodies of songs make them easier to remember, allowing students to retain information more effectively than through traditional textbook methods.
Diamond highlights the benefits of country songs in education, but their frequent use in English teaching can lead to learner boredom and pose challenges for teachers in conveying cultural values Additionally, many country songs feature outdated vocabulary that is rarely used today Therefore, it is essential for teachers to thoughtfully select appropriate songs for instruction.
"English through opera," authored by Beliavsky (2001), an assistant professor of ESL at St John’s University in Queens, New York, presents an engaging method for teaching English.
Opera is a dramatic art form that combines text, music, and staged performances, where the text is sung and accompanied by instrumental music It often includes interludes and dance scenes, enhancing the overall experience Originating in the late 16th century as entertainment for the Italian aristocracy, opera quickly gained popularity among the public Its peak occurred in the 19th and early 20th centuries, but the impact of two world wars and significant musical developments led to a stagnation in its evolution Throughout its history, opera has significantly influenced and been influenced by various musical genres.
(Microsoft Encarta Reference Library 2003, 1993-2002, Microsoft Corporation)
Teaching English through opera is often perceived as challenging, yet Beliavsky effectively utilizes this art form to educate foreign learners He believes that ESL students seek authentic experiences and real challenges, desiring to engage with the richness of the world through various senses.
Learners thrive on challenges, as they foster confidence and essential skills Therefore, teachers should provide more problem-solving exercises that encourage critical thinking, while ensuring these tasks are manageable Incorporating opera into English teaching can enhance students' appreciation for the musical world, but it presents challenges in effective implementation Teachers need a deep understanding of opera, which requires significant time investment Nonetheless, the potential benefits of using music in English education are worth considering.
Adkins (1997), Sibarah (1999), and Hoang Thi Thanh Trang (1999) highlight the positive impact of music and games in the classroom Adkins emphasizes that music energizes and motivates learners, fostering a playful and joyful learning environment Sibarah views songs as a "magic tonic" that relaxes the classroom atmosphere, effectively engaging Francophone learners in Cameroon during English lessons Similarly, Trang supports the ideas of Adkins and Sibarah but also advocates for the use of games as an effective tool to enhance classroom dynamics.
Games and songs foster an engaging and friendly classroom environment, encouraging students to practice language functions in real-life situations These activities tap into students' potential and promote active participation The melodic nature of songs aids in quick subconscious learning, making them an effective tool for acquiring new knowledge and reinforcing previously learned material English songs, in particular, offer a significant advantage as they are widely played around the globe.
Adkins, Sibarah, and Trang recognize music as an effective tool for enhancing language learning by creating a positive study environment Engaging with an enjoyable song after intense grammar or reading sessions can alleviate fatigue and rejuvenate learners for subsequent activities Consequently, music holds a vital role in contemporary society Furthermore, Adkins supports the idea that music serves as a valuable medium for both teaching and learning.
Music fosters a positive learning atmosphere, as it captivates students' interests and should be integral to discussions about meaningful knowledge acquisition Engaging in singing and music creation allows students to actively participate in their learning process, enhancing their skills in talking, listening, and embodying the content they are studying.
Adkins believes the effectiveness of songs in teaching and learning Songs can help learners improve two communicative skills: listening and speaking; in addition, music may be also a memory aid:
Concerns of the teacher about using music and songs
Choosing good songs to be designed as teaching and learning materials, which can help improve all four skills, should be a challenge It should be
37 thinks that different teachers have different ideas about teaching and learning English using musical materials However, it is commonly believed that there are
20 concerns of the teacher about using music and songs in language teaching and learning:
1 Administrators/ teachers/ students do not take music and song seriously
3 Some students get too excited
4 It takes away from the normal syllabus Time is lost
5 Students disagree about songs, and have different musical tastes
6 Pop songs have poor vocabulary – too much slang and bad grammar
7 How do you exploit the material usefully? What is the goal?
8 It is hard to find lyrics – sources of ‘old’ recorded material are no longer available
9 Students just want to listen, not to work
10 Poor quality cassette/ video recorder
11 Lack of technical equipment due to cost
12 Teachers do not like to sing or are not musical
13 Many songs are not intelligible
16 Which songs should you choose? Many express violence and sexism
17 What to do when students bring music which teachers hate?
18 Songs go out of date very quickly
19 How do you get other teachers involved?
20 How do you share in materials production?
From concerns of the teacher drawn out by Murphey, there are some points that need paying much attention:
Utilizing songs as a resource can significantly enhance integrated language skills, as they provide a subconscious method for improving proficiency Therefore, incorporating singing into classroom activities should be regarded as essential for effective language learning.
- There are two important aspects to be mentioned: First, learners should achieve language skills and language knowledge with material designed from songs; second, material should be designed carefully.
Summary
In chapter 2, the author of this thesis reviews theoretical backgrounds that are essential for the conduction of coming chapters
The article begins by reviewing the opinions on effective materials, followed by an illustration of Hutchinson's (1989) models for designing English for Specific Purposes (ESP) materials These two models serve as the foundational framework for developing an English song as a teaching and learning resource in Chapter 3.
Theories of second language learning are crucial for creating effective tasks and projects that promote active and independent participation among learners This section emphasizes Nunan's (1999) recommendations, particularly regarding the classification of learning strategies and the roles of learners in the educational process.
The article explores diverse teaching and learning strategies that incorporate English songs as a key resource It highlights the effectiveness of songs in enhancing all four language skills and shares valuable teaching experiences that contribute to the findings and discussions presented in Chapter 4.
In his 1998 study, Murphey highlighted teachers' concerns regarding the use of music and songs in language classrooms, providing valuable insights for material designers This review aims to assist in selecting appropriate songs that align with effective teaching and learning criteria, which will be further explored in the following chapters.
To evaluate the effectiveness of incorporating songs in English language teaching and learning, the author of this thesis aims to create instructional materials that utilize songs as a primary resource This chapter will address the key components of this design.
First, a set of questionnaires is designed to figure out learners’ needs as well as learners’ opinions about English songs in teaching and learning English
Second, the author shall describe the steps of designing a material based on Hutchinson’s expanded material mentioned in chapter 2, figure 2.3, which is followed by a sample and a teaching experiment
This section focuses on designing a post-questionnaire aimed at assessing the effectiveness of songs as a tool for enhancing learners' four language skills It also seeks to determine learners' genuine interest in studying English through music.
Last but not least, an interview is conducted to reassure the results found in two questionnaires.
Research questions
On the assumption that English songs could be used as a tool helping learners improve all four skills, chapter 3 is designed to find answers for three questions raised in chapter 1:
1 Is it effective to help learners improve all four skills using
2 How can an English song be chosen and designed as a material of teaching and learning English?
3 How can English be taught effectively to help learners improve the four language skills?
Research design
Description of the participants
This thesis presents research conducted in three evening classes, comprising approximately 120 learners Despite studying at different language centers and using varied materials, all participants are at the same English pre-intermediate level.
Group 1 consists of 41 students from FICH In this college, English level B certificate (intermediate level) must be required for those who want to graduate and receive the degrees In addition to two compulsory subjects, general English
(60 periods) and ESP (90 – 120 periods), students are expected to spend their time either studying English at home or attending evening classes to accumulate
The Ministry of Education mandates that students must submit an English level B certificate to obtain their bachelor's degree, making English proficiency crucial for academic success Consequently, many students prioritize studying English The FICH English Center utilizes "Lifelines" books 2 and 3, which were first published to enhance language learning.
In 1997, Oxford University Press introduced required textbooks for students enrolled in the level B program To complete this program, students typically spend nearly a year, or about three terms, before taking the level B exam Successful candidates will receive a certificate upon passing the exam.
Group 2 consists of 30 learners from SITC They are of different age groups, between 16 and 30 These learners study English because they find it necessary for their jobs or for international communication In order to receive the level B certificate, they must attend in three classes (I1, I2, and I3) and pass the final tests for each class SITC uses “Language in Use” book 3, published in
2000 by Cambridge University Press as its main material Learners in this center must spend at least 7 months to finish level B
Group 3 consists of 45 learners from AIAC They are studying “New
The "Headway" books 3 and 4, published by Oxford University in 2002, cater to B level English learners, primarily high school and university students These learners aim to enhance their language skills to support their future careers To complete the program, students must attend four classes (P1, P2, I1, and I2) over nearly ten months and must pass final tests for each class to obtain a level B certificate.
The survey questionnaire
3.2.2.1 Design of the survey questionnaire
Understanding learners' opinions on songs and their effectiveness is crucial The findings from the initial questionnaire will assist the author in selecting appropriate songs as teaching and learning materials, as well as in implementing effective methodologies for teaching these resources.
To ensure reliable material design, it is crucial for designers to understand learners' needs, including their study preferences and skill improvement areas Additionally, learners' attitudes towards using English songs for teaching and learning are vital for selecting suitable songs The initial questionnaire addresses these aspects and includes ten statements.
- Statement 1 is aimed to find whether learners have a need to learn English with English songs or not
- Statement 2 is designed to figure out if learners agree that songs can be used as a tool of entertainment
- Statements 3 – 6 are made to know whether English songs, in learners’ opinions, should help improve all four skills
To understand learners' musical preferences, it is essential to inquire about the types of music they enjoy Given the vast array of music available, it is important to narrow down the options This thesis introduces three popular music genres in Vietnam—pop, country, and rock—into the initial questionnaire.
Statement 10 aims to assess learners' beliefs in the effectiveness of using English songs for teaching and learning the language The first questionnaire is presented in Vietnamese to prevent any potential misunderstandings, ensuring clarity for all participants, who are at a pre-intermediate level in English.
With all the reasons stated above, the survey questionnaire in English will be designed, the English and Vietnamese versions of which will be attached in Appendix 1
3.2.2.2 Data collection procedure and analysis
Prior to instructing three classes for the new term, the author conducted a survey involving 115 participants Each participant was given a questionnaire and allotted five minutes to complete it After the time was up, the results were collected.
115 sheets are properly completed; all collected data will be analyzed basing the following steps:
- First, all data from the questionnaire will be collected in number
- Second, all collected data in number will be transformed into percentage
- Last but not least, sum of data in number and in percentage will be made in order to be effectively analyzed later
Statement 1: “ I think it is necessary to learn English via English songs ”
A significant portion of participants, 46.1%, believe that learning English through songs is essential, while 32.2% disagree with this approach Additionally, 21.7% of participants are uncertain about the necessity of using songs for English language learning.
Statement 2: “ English songs help me feel relaxed after a hard working period but cannot help much in learning language ”
A majority of participants, 52.1%, believe that English songs serve as an effective form of entertainment that aids in alleviating tiredness and boredom while learning the language Conversely, 33% of the participants, totaling 38 individuals, express skepticism regarding the effectiveness of songs in enhancing their four language skills.
“Listening to English songs can help me improve listening skill”
“Listening to English songs can help me improve speaking skill”
“Reading lyrics of English songs can help me improve reading skill”
“Studying English with English songs can help me improve writing skill”
Participants expressed their views on the effectiveness of songs in enhancing language skills Listening and speaking skills were perceived to improve slightly, with 62.6% of participants voting for listening and 47.8% for speaking In contrast, reading and writing skills were seen as having minimal improvement, receiving only 21.7% and 19.2% of votes, respectively Notably, around 50% of participants were uncertain about the role of songs in improving reading and writing, indicating skepticism about the overall effectiveness of songs in developing all four language skills.
“I think pop music can be used in studying English”
“I think country music can be used in studying English”
“I think rock music can be used in studying English”
The findings indicate that country and pop music are effective tools for enhancing English teaching and learning, while rock music is deemed unsuitable, with only 6.1% of participants supporting its use.
Statement 10: “ I think studying English through songs should be an appropriate way of teaching and learning English ”
57 participants (49.5%) accept that English songs may be effectively used in learning English; only 13% of participants doubts of songs’ effectiveness in teaching and learning English
With all steps discussed above, the results of the survey questionnaire after analysis can be shown in the table 3.1 as follows:
Table 3.1: The result of the survey questionnaire
From the survey questionnaire analysis, four primary findings can be drawn out:
(1) English songs are widely considered one of the effective tools to help learners overcome tiredness and boredom in achieving language skills
(2) English songs have not been used as an effective material developing the four skills, but infrequently used to help learners develop listening and speaking skills only
(3) Learners may not be sure of the effectiveness of English songs in improving all four skills
(4) Pop and country music are believed to give better results in improving language skills due to the beautiful lyrics and sweet melodies.
Designing a teaching material model via songs
English songs, characterized by their beautiful lyrics and melodious tunes, serve as valuable tools in teaching and learning Music provides insight during reflective moments, relief in times of distress, and a universal language that fosters connections among people It allows us to explore our identities, heal from sorrow, and find inspiration for creativity and future endeavors Thus, music is not only a source of entertainment but also a powerful medium that enhances happiness and alleviates pain Given these benefits, English songs are recognized as an effective method for teaching and learning the language, fulfilling dual purposes.
- It is reasonable to help learners overcome tiredness and boredom by giving learners an opportunity to listen to interesting songs
- It is also reasonable to use songs as an input to help learners improve the four skills subconsciously and comfortably
To demonstrate the effectiveness of English songs in enhancing integrated skills, it is essential to create an English song that serves as a genuine teaching and learning resource This chapter will focus on two key aspects.
The author will utilize Hutchinson's material design theory and model, as discussed in chapter 2, to create a comprehensive material model that incorporates all four skills.
The author will clarify the terms used in the model and examine the interrelationship of the four skills, which is essential for material designers in making final project decisions Building on Hutchinson’s expanded material model (Figure 2.3), a more detailed model will be developed, as illustrated in Figure 3.1.
In order to clarify terms used in detailed model, some explanations should be mentioned
A starter is commonly used at the beginning of a lesson to engage learners by connecting their prior knowledge to the upcoming study material In the context of a song, the starter may emphasize elements such as the song title, the artist, or the song's background.
The lyrics of a song serve as essential input for learners, offering both a topic for communication and new language items for study This input is crucial for effective language learning.
The four main language skills—listening, reading, speaking, and writing—are interconnected, as illustrated in Figure 3.2 These skills can be categorized into two groups: receptive skills, which encompass listening and reading, and productive skills, which include speaking and writing.
RECEPTIVE SKILLS PRODUCTIVE SKILLS LISTENING READING SPEAKING WRITING
In this article, the terms "input skills" and "output skills" will be utilized to refer to receptive and productive skills, respectively, for clarity in explanation Input is defined as the information received by the brain through sensory channels, while output refers to the quantity produced by an individual or system (Macmillan English Dictionary, 2002) This relationship between skills and learners is visually represented in Figure 3.3.
Figure 3.3: The relationship between learners and the skills
Without enhancing input skills, learners cannot develop output skills, as input skills serve as essential resources for producing these outputs.
To enhance the teaching and learning experience, it is essential to provide learners with techniques that broaden their resources through teacher-assigned tasks These tasks facilitate more effective knowledge acquisition from input skills Additionally, learners are equipped with various strategies to tackle challenges in pronunciation, intonation, and stress, which are often barriers to achieving natural speaking proficiency.
Learners often struggle with comprehending the meanings of words, idioms, and literary devices while reading To address this challenge, teachers should provide vocabulary-focused tasks that enable students to discover the appropriate meanings of words within context, allowing them to apply these insights in real-life situations.
The primary goal of the lesson is to enhance output skills rather than merely focusing on input This means that learners should be able to generate their own discussions or writings on the lesson topic, utilizing the knowledge gained from input skills and language focus, which includes understanding language structures and grammar The author refers to the activities designed to improve these output skills as projects.
Language focus is essential in the learning model, as it enables learners to successfully complete their projects It familiarizes them with the necessary structures and grammar points relevant to their work In the context of song materials, language focus encompasses commonly used structures and key grammar points that enhance both speaking and writing skills.
Additional input is often essential for learners, as it helps them effectively discuss or write about a topic Teachers introduce and guide this additional input when they believe it is necessary for enhancing student understanding.
In this chapter, the author introduces a model for designing materials that utilize songs as input sources, highlighting the importance of this approach Subsequently, a material is developed based on the song titled.
“My love” will be designed using the detailed model above
3.2.3.2 A sample of teaching material via songs
“My love” sung by Westlife is one of the best songs It is so popular in
51 its beautiful lyrics Hence, it is reasonable for “My love” to be designed as an effective material of teaching and learning English with songs
The teaching experiment
Integrating songs into classroom material is essential for connecting learners with the content While songs serve as a valuable intermediary, it is crucial to ensure that they effectively address learners' needs If the material fails to do so, the goal of enhancing the four language skills through song input will not be achieved Therefore, it is vital to implement the material in a practical and suitable manner The following sections will outline methodologies and guidelines for utilizing the song "My Love" in educational settings.
To enhance learners' understanding of a song before listening, it is essential to present leading questions for discussion Initially, students engage in a conversation about these questions, after which the teacher summarizes their insights and introduces the song This structured approach effectively guides learners into the next phase, which is specifically designed to develop their listening skills.
After the introduction, learners are given three times to listen to the whole song:
- At the first time of listening, learners are required to find the main idea of the song by choosing one of the four statements
During the second listening, students fill in the blanks while the teacher clarifies any liaison issues that may hinder comprehension After this round, learners engage in a 3 to 5-minute group discussion about the words they heard Finally, they listen one last time to verify their answers.
The final listening activity involves collaboration between the teacher and learners to identify the correct word groups for a completion task The teacher pauses the audio at each blank, prompting learners to fill in the gaps with appropriate word groups If learners struggle to recognize any word or group, they should be given additional chances to listen to that specific group The teacher will then repeat the correct responses to reinforce learning.
Before advancing to another language skill, it is essential for learners to understand liaison Task 3 serves as an additional resource to achieve this goal The teacher begins by defining liaison and explaining its importance Next, the teacher demonstrates liaison on the board, guiding learners in correct pronunciation Learners then identify liaison in provided sentences and practice saying them aloud individually Finally, they repeat all the sentences with liaison after the teacher, reinforcing their understanding.
Reading via materials designed from songs is essential: Learners experience not only language structures but also figurative languages as well as daily expressions used in songs
Learners are given at least twice to read the lyrics, each of which serves different aims
To enhance comprehension of the song's content, learners should first engage with task 4, which involves true and false statements To address vocabulary challenges, it is essential for learners to study new key words from the lyrics, focusing on pronunciation, meaning, word families, and usage Following this, learners should spend 5 to 10 minutes reading the lyrics, providing answers with explanations that will be reviewed, discussed, and corrected by the teacher.
During the second reading, learners should aim to fully comprehend the song, focusing on identifying and interpreting the figurative language used Task 5 is specifically designed to facilitate this understanding To assist learners in tackling Task 5, it is beneficial to encourage group work, allowing them to collaborate in groups of three or four to discuss and discover answers together.
After 10 minutes, students will present their answers along with explanations to the class Each response will be discussed and reviewed collectively, allowing for comprehensive understanding The teacher will provide feedback and address any mistakes identified during the discussion.
To enhance speaking and writing skills, learners must first be equipped with new grammatical structures and points found in song lyrics, which aids in their comprehension of the music The following tasks are intended to provide additional input for this purpose It is essential for learners to understand the use of unreal conditionals in the present and modal verbs that express certainty in both present and past contexts.
- First, examples in the lyrics chosen to present new structures and grammar points should be typical
- Second, forms of structures and rules of grammar points with some specific examples are presented to make learners easily acquainted with new knowledge of grammars and structures
- Last but not least, learners are asked to get used to new structures and grammar points by doing tasks with teacher’s assistance
Materials based on songs serve two primary purposes: they boost learners' confidence in sharing information and engaging in discussions with peers, while also encouraging them to articulate their emotions related to the song.
- First, learners should be grouped appropriately; each group consists of 4 up to 6 learners
- Second, learners work in groups to discuss the topics
- Then, representatives in each group are invited to come in front of class and presents ideas of the whole group Other groups are required to listen and raise questions
- Next, members of representative group must cooperate to give reasonable replies for groups raising questions The teacher help learners overcome some grammatical and terminological problems that may have
- Finally, feedbacks and explanations from teacher are given to help learners understand all aspects of song
Writing is a valuable skill that enables learners to reinforce new vocabulary, language structures, and grammar While often viewed as one of the most challenging aspects of English, writing can become engaging when students express their feelings about songs Given that writing is time-consuming, it is practical to assign it as homework Effective teaching of writing can be achieved by following specific steps.
- First, the teacher should explain writing topic clearly and be sure that learners know what they are going to write
- Second, learners should be reminded of using structures, grammar points, and new words they have just experienced in their writing
- Third, when date of submission is due, all writing papers are collected, read, and corrected by the teacher
- Finally, learners are encouraged to write frequently so that learners can get used to writing, and form a habit of writing.
The post questionnaire
The thesis author taught the song “My Love” to three groups from FICH, AIAC, and SITC, as detailed in the survey questionnaire A follow-up questionnaire was conducted two months later, allowing participants to study English through four songs: “My Love,” “Don’t Cry Joni,” “Don’t Leave Home,” and “Because You Loved Me.” The song “My Love,” designed as a teaching material, is discussed in section 3.2.3.2, while material designs for the other songs are included in Appendix 4.
The participants in the post questionnaire were the same learners who completed the survey questionnaire However, only 105 learners participated in the post questionnaire, with ten opting out due to business commitments.
The post questionnaire aims to assess learners' feelings, improvements gained from studying English through songs, and their expectations regarding their current learning Like the initial questionnaire, it comprises 10 statements, each offering five response options The data collected will be converted into numerical values for analysis in the subsequent chapter.
Each of the following statements is designed as follows:
- Statement 1 is designed to check learners’ attitudes after studying English with songs
- Statement 2 is used to check learners’ feelings and relaxation level after
- Statements 3 – 6 are asked not only to figure out the skills learners can achieve but also to investigate some differences between the first questionnaire and the second one
- Statements 7 – 8 are asked to find the reasonable frequency in teaching and learning English through songs
- Statements 9 – 10 are used to investigate whether learners agree that studying English through songs is one of the effective methods to make progress or not
As stated in the first questionnaire, all statements in the post questionnaire are written in Vietnamese to avoid misunderstandings and will be attached in Appendix 2.
The interview
To ensure the validity and accuracy of the results from the post-questionnaire, it is essential to conduct interviews that explore learners' perspectives on song content and their experiences with using songs as a tool for teaching and learning English.
After analyzing the data from the second questionnaire and converting it into numerical values, a comparison with the first questionnaire's responses is essential to assess any concerns regarding the validity and reliability of the results Additionally, interviews should be conducted with participants whose responses were unclear.
The analysis of two questionnaires reveals two key issues: first, there are contradictions in responses to statements 3 to 6, where some participants marked both 'strongly disagree' in the survey questionnaire and 'strongly agree' in the post questionnaire; second, while many participants acknowledged that songs effectively enhance their four language skills, they expressed reluctance to engage in frequent English study through songs.
In order to be chosen for the interview, participants must meet some requirements:
- Participants must take part in two questionnaires
Participants provided conflicting responses in two questionnaires, expressing reluctance to frequently study English through songs while acknowledging the effectiveness of English songs in enhancing their integrated skills.
- After the results of the first and second questionnaires’ comparison are found, there are 11 participants who should participate in interview
However, to make it convenient for the statistics and analysis later, only
10 participants are chosen for interview The number of participants for interview is given in table 3.3
English centers Numbers of participants have contradictory answers
Numbers of participants are not willing to study English with songs frequently
Table 3.3: Number of participants for interview
Three distinct interviews were carried out at three different English centers: SITC, AIAC, and FICH Each interview was conducted for a minimum of thirty minutes after class Further details regarding these interviews can be found in Appendix 3.
