STATEMENTS OF ORIGINALITY I certify my authorship of Master‟s Thesis submitted today entitled TEENAGERS’ PERSPECTIVES ON USING SONGS TO PROMOTE ENGLISH LEXICAL LEARNING AT SEAMEO RETRAC
INTRODUCTION
Background to the study
In today's globalized world, the importance of English has surged, prompting the evolution of teaching methods to enhance learning experiences Researchers continuously seek innovative approaches to make English language acquisition more applicable and engaging, moving beyond traditional rote learning For young learners, particularly teenagers, creating a comfortable and motivating environment is crucial for effective language learning This shift from conventional methods to modern, interactive activities allows students to naturally acquire the language Given their unique personalities and interests, incorporating diverse materials, such as songs, can significantly boost motivation and engagement in the learning process.
Music has played a crucial role in human history, becoming an indispensable part of our lives and society It serves as a powerful motivator for work and enhances the learning experience in language education Historically, music created a safe learning environment, allowing language acquisition to occur unconsciously, as demonstrated by Lazanov's Suggestopedia method in the 1970s, which effectively promoted relaxation in learners Today, technology has transformed music into a dynamic tool for education, making it even more relevant in modern teaching practices.
Music is an effective tool in language teaching, as it can create desired moods, enhance enjoyment, and evoke positive memories (Ulate, 2008) Additionally, songs with lyrics expose learners to linguistic knowledge and cultural insights, thereby improving various aspects of language skills Given these numerous benefits, incorporating songs into language education is particularly advantageous for young learners.
Numerous studies have highlighted the advantages of using songs in language acquisition Lozanov's Suggestopedia method (1970s) demonstrated that music can relax the brain, facilitating optimal language learning The Audio-Singular Method by Kind (1980) and the CMA by Anton (1980) emphasize the integration of music and lyrics to enhance language recall Research by Murphey (1992), Salcedo (2002), and Alipour, Gorjian, and Zafari (2012) further supports the effectiveness of songs in vocabulary recall and retention Additional studies by Le (1999), Ulate (2008), Rosova (2007), Dagmar (2008), Li & Brand (2009), Sevik (2011, 2012), and Kim & Kang (2015) reinforce these findings.
In 2016, researchers explored the effectiveness of English songs in enhancing pronunciation, grammar, and communicative skills Global studies have primarily focused on teaching languages to children to facilitate natural language acquisition However, in the context of Vietnam, there is a notable lack of research on the use of music and songs for lexical learning among teenagers This study aims to fill that gap and contribute valuable insights to the literature on using songs for young Vietnamese learners.
Aims of the study
The purpose of this research is to take a consideration into teenagers‟ perspectives on using English songs to promote their English lexical learning Especially, the study is
The study aimed to explore students' perspectives on song-based lessons, focusing not only on their feelings while learning with songs but also on their attitudes towards these lessons and the motivation they experience in vocabulary acquisition Based on the findings, the researcher suggested various teaching applications for educators, including the development of lesson plans that incorporate songs tailored to the interests of both students and teachers, serving as valuable resources for instructional choices.
Hypothesis
From the aims of the study, the study planned to test the following hypotheses:
(1) H1: Using songs in teenagers‟ lessons helps to promote positive perspectives on the increase of motivation in English lexical learning at SEAMEO RETRAC
(2) H2: Using songs in teenagers‟ lessons helps to promote positive perspectives on the effectiveness of their English lexical learning at SEAMEO RETRAC.
Significance of the study
This study explores teenagers' perspectives on using English songs to enhance lexical learning at SEMEO RETRAC The motivation behind this research stems from the fact that teenagers, particularly in Vietnam, are in a sensitive developmental stage and face a heavy academic load with limited time for each subject Consequently, retaining new vocabulary from a single lesson can be challenging for them.
Lexical learning plays a crucial role in language acquisition, as vocabulary serves as the foundation for effective communication skills Current methods of teaching vocabulary in Vietnamese classrooms are often ineffective, leading to challenges in future interactions Therefore, it is essential to explore improved strategies for enhancing vocabulary among teenagers, who face limitations in their language development.
4 studying time, and using songs seems a good choice for them because of its advantages
Finding appropriate song materials for lessons can be challenging, despite the abundance of resources available online While there are many songs suitable for primary school learners to grasp simple vocabulary, selecting engaging pop songs for teenagers that align with their interests is also feasible However, teachers often struggle to choose and adapt songs effectively, as most are not originally designed for educational purposes This process requires significant time and effort to create an effective song lesson.
Despite numerous studies in this area, practical implementation remains challenging in Vietnamese contexts Teachers often find it time-consuming to design and incorporate song lessons, even in English centers with better resources than high schools This study aims to highlight students' interest in songs and the effectiveness of using them for vocabulary learning, encouraging teachers to integrate songs into their lessons more frequently.
Scope of the study
This study focuses on specific participant age groups, particularly teenagers, due to the challenges of conducting research across various class levels The selected level for the experimental research will be detailed in the Methodology section Additionally, only songs with narratives or moral lessons were chosen for teaching purposes, ensuring a targeted approach Ultimately, the study is concentrated on the students' experiences and outcomes.
The study explored five perspectives on integrating songs into regular lessons, aiming to gather positive insights for future research Notably, there were no tests conducted to assess student improvements before and after the experimental period.
Organization of the thesis chapters
The research is structured into five chapters: Introduction, Literature Review, Methodology, Results and Discussion, and Conclusion The Introduction offers background information, outlines the study's aims, significance, and scope The Literature Review clarifies key terms and examines relevant literature and previous studies to explore pertinent issues in depth The Methodology details the research design, main methods, tools, and participants, providing justifications for each choice In the Results and Discussion chapter, the researcher presents and analyzes data collected through statistical tools from questionnaires and qualitative insights from observations and student diaries Finally, the Conclusion summarizes the study and proposes suggestions for future research.
LITERATURE REVIEW
The roles of lexical learning
Vocabulary is crucial for language learners, particularly when acquiring a foreign language like English Mastering vocabulary significantly contributes to achieving success in language learning.
Children's English learning begins with simple words and gradually progresses to more complex vocabulary, which is essential for effective communication However, merely increasing vocabulary is insufficient; understanding how to use words appropriately in various contexts is crucial This shift from "vocabulary learning" to "lexical learning" highlights the importance of acquiring and deepening vocabulary knowledge (Tegge, 2015, p.3) Lexical learning encompasses not only individual words but also their integration within phonological, syntactic, and semantic levels of linguistics (Nation, 2014).
2.1.2 The characteristics of lexical learning and its importance
When learning a new word, students must not only grasp its written form but also its pronunciation and contextual meanings Functional grammar emphasizes how speakers convey meaning through their utterances, utilizing lexical and syntactic devices to form grammatical units According to Lin and Peng (2006), Functional Grammar operates as a vast system where the lexicon serves as its smallest unit Speakers navigate this system to make their own choices rather than relying on fixed constructions This highlights the significance of lexical learning, which involves mastering the smallest units that shape our conversations Understanding a word and its appropriate usage in sentences is crucial for effective communication Schmitt (2000) noted that "lexical knowledge is central to communicative competence and to the acquisition of a second language" (cited in Alqahtani, 2015, p.55) Each learner's vocabulary, collocations, and expressions evolve over time, enabling them to interact effectively in both written and spoken forms.
Many students struggle with lexical learning, particularly Vietnamese learners who find it challenging to effectively use vocabulary in specific contexts despite having learned numerous individual words This difficulty often hinders their fluency in English communication even after extensive study Alqahtani (2015) emphasizes the importance of acquiring a broad vocabulary and being able to select appropriate words to convey desired meanings He notes that vocabulary learning can be particularly challenging due to its open nature, requiring learners to understand both word forms and applicable rules A thorough understanding of words, including their meanings and correct pronunciations, ultimately leads to improved communication skills.
8 understanding for our communication Therefore, there will be no limitation in lexical learning The more words have we known, the more flexible and successful we are in real conversations.
Teenagers - their learning characteristics and their perspectives
Teenagers, defined by the Oxford Learner Advanced Dictionary (7th Edition) as individuals aged thirteen to nineteen, are also referred to as adolescents, a critical phase in human development According to UNICEF (2011), adolescence spans from the onset of puberty to the approach of adulthood, during which young people prepare for adult roles and responsibilities within their culture This period is marked by significant physical and psychological changes, making it challenging to address their diverse needs While various theories exist regarding the characteristics of this age group, individual experiences of development can vary widely due to factors such as physical, emotional, and cognitive maturation, as well as cultural and environmental influences.
This period is marked by significant physical, mental, and emotional changes, making it one of the most challenging ages to manage To effectively teach students during this time, it is crucial to understand their unique characteristics and provide appropriate support for their studies As their skeletal and muscular systems rapidly develop, their brains also approach full maturity, enabling them to analyze and comprehend their learning more effectively However, the Vietnamese curriculum requires them to study numerous subjects, leading to difficulties in retention due to insufficient revision Additionally, the emotional changes they experience warrant careful attention.
During this developmental stage, children are establishing their self-esteem and may exhibit aggressive behaviors and discipline issues (Lesiak, 2015) They often become easily irritated and moody when faced with challenges At this age, children aspire to be treated as adults and seek the freedom to handle their own problems, even if their decisions are not fully mature It is essential for adults to provide guidance without imposing their will, allowing children to navigate their issues independently.
Teenagers are naturally curious and eager to explore enticing experiences, particularly those that are forbidden, such as alcohol and drugs By leveraging this trait in educational settings, we can enhance students' motivation to learn Motivation is recognized as a key factor in driving engagement and interest in their studies.
According to Garner (1985), achieving language learning goals requires a combination of effort, desire, and positive attitudes When educators create engaging and stimulating lessons, they can enhance intrinsic motivation in learners, tapping into their natural curiosity and enthusiasm for learning.
Not all students exert significant effort in their learning, which can create challenges for teachers Imposing strict measures or punishments for poor performance may lead to awkward situations and negative behaviors from students According to Ur (1996) and Harmer (2001), teenagers are actually among the best language learners, despite their reputation for being difficult to manage (cited in Lesiak, 2015) Building trust and respect with these students, as well as capturing their attention, requires considerable time and effort from teachers Additionally, various factors can influence teenagers' learning, with Garner & Hatch (1989) defining "Intelligence" as the capacity to solve problems or create products, identifying seven types of intelligences in their study.
2010), the number of intelligences has been raised up to nine: verbal-linguistic, logical-mathematical, spatial-visual, bodily-kinesthetic, musical, interpersonal,
Individuals exhibit varying strengths in intrapersonal, naturalist, and existential intelligence, often possessing a unique blend of these intelligences that contributes to their diverse abilities Alongside Howard Gardner's multiple intelligence theory, learning styles play a crucial role in shaping teenagers' educational experiences Learning styles refer to the distinct approaches individuals take in processing information and acquiring knowledge.
Learners perceive, store, and recall information most effectively under specific conditions and through various learning styles, as highlighted by James and Garner (1995) Reid's (1987) questionnaire identifies distinct learning styles, including visual, auditory, kinesthetic, tactile, group, and individual preferences When learners engage with their preferred learning style, they experience greater enjoyment and maximize their abilities Understanding multiple intelligences and learning styles is essential for selecting appropriate methods, materials, and activities that enhance learner interest and promote effective learning.
Creating an engaging environment and effective strategies tailored to various intelligences and learning styles enhances the learning experience This approach significantly boosts learners' motivation, which in turn helps vocabulary retention over time.
2.2.3 What kinds of perspectives can be expressed by a teenage?
Teenagers experience significant changes during a crucial developmental phase, where their brains are nearly fully developed This allows them to comprehend and analyze abstract concepts while forming their own perspectives on various issues.
Perspectives are defined as a specific attitude towards something or the capacity to think rationally about problems and decisions, according to the Oxford Learner Advanced Dictionary (7th Edition) Various types of perspectives exist, influenced by the specific issues at hand Hutchison and Charlesworth (2011) identify several perspectives, including systems perspective, social behavioral perspective, humanistic perspective, and rational choice perspective in their book "Dimensions of Human Behavior: Person and Environment." These perspectives are reflected in the brain development of individuals.
Different individuals express varying perspectives throughout their lives, influenced by their brain development and life experiences This diversity in viewpoints can pose challenges for teenagers when addressing significant issues However, as they encounter problems in their own lives, particularly in their studies, they often develop the ability and motivation to articulate their ideas effectively.
Teachers should not impose their attitudes when evaluating new methods in lessons; instead, they should allow students to express their perspectives, as students possess the ability to contribute meaningfully According to Toshalis and Nakkula (2012), students are shaped by their individual interests, backgrounds, and needs, leading to varying motivations over time While rewards and punishments may yield short-term compliance, fostering autonomy, competence, and positive social interactions is more effective for long-term motivation To truly understand students' needs, teachers must seek their input in learning-style decisions This is particularly crucial for adolescents, who are developing their identities and complex thinking skills, as increased self-determination enhances their sense of purpose and interest, allowing them to forge their own paths rather than merely following prescribed ones.
The psychological perspectives on student motivation reveal insights into how various teaching methods impact learning This process resembles "gamification," which involves incorporating game-like elements in non-game contexts to achieve specific educational goals, as described by Sailer, Hense, Mandl, and Klevers (2013) Their research highlights that motivational strategies derived from gaming can enhance student performance One key perspective is the behaviorist learning theory, which posits that motivation is shaped by past reinforcements—both positive and negative—that influence future behaviors.
Motivation in learning can be understood through various perspectives The first perspective views motivation as a product of past experiences, often shaped by stimulus-response situations The cognitive perspective emphasizes that motivation arises from specific situational goals, where positive teaching experiences enhance learner motivation The self-determination perspective highlights the importance of psychological needs for autonomy in choosing learning styles and strategies Additionally, the interest perspective suggests that motivation is influenced by personal preferences, with activities that align with students' interests fostering engagement in new environments The emotional perspective examines how feelings, both positive and negative, impact motivation during learning activities When teachers incorporate songs into lessons, they can observe students' reactions, which reflect their engagement and motivation By employing suitable teaching methods, educators can encourage positive learning behaviors and foster student autonomy, ultimately leading to changes in learning styles and promoting self-directed learning that supports academic success.
Songs and their advantages in lexical learning
2.3.1 Benefits of using music in language classrooms
Music has long been recognized for its positive impact on our lives, particularly in enhancing brain function and psychological well-being The brain consists of two hemispheres, each playing distinct roles in our daily activities According to Salcedo (2002), the left hemisphere is responsible for verbal expression, while the right hemisphere governs our actions, memory, and emotions This interplay is crucial when it comes to language learning.
Engaging with music enhances vocabulary by activating both the left hemisphere, which processes words, and the right hemisphere, which processes music, thereby stimulating memory The soothing melodies of music not only calm the mind but also inspire creativity and help alleviate stress Learning in a comfortable environment can significantly boost implicit knowledge acquisition and foster language production.
Educators have long recognized the benefits of music, leading them to incorporate it into their teaching methods to foster an engaging learning environment Various musical approaches have emerged as foundational strategies for utilizing music and songs, demonstrating their effectiveness in enhancing language learning and teaching.
2.3.2 Methods of using music and songs in language lessons
Suggestopedia, developed by Dr Lozanov in Bulgaria in 1979, is recognized as the first teaching method to incorporate music into language lessons, primarily using classical music as a backdrop While it did not fully utilize songs, it significantly raised awareness among educators about the benefits of music in language learning The method aimed to enhance memory, known as hypermnesia, by having teachers read dialogues at varying speeds to create a relaxed environment conducive to language acquisition Although Suggestopedia may not be suitable for modern teaching, especially for young learners, it laid the groundwork for future methods that integrate music into education.
In 1990, Anton introduced the Contemporary Music Approach (CMA), which utilized songs as memory prompts to enhance language learning He posited that music serves as a powerful memory aid, facilitating the recall of grammatical structures By correlating grammar lessons with various musical styles and rhythms, CMA effectively reinforces key grammar points for students.
14 used a step-by-step approach to combine nonverbal with verbal and logic processes of both brain hemispheres, which allowed students to remember certain grammar points better
The Audio-Singual Method, as described by Kind (1980), utilizes familiar songs to teach English to foreign learners, demonstrating that language acquisition can be more rapid and effective through music rather than traditional drills This approach has led to the development of numerous song-based textbooks, which have proven to be valuable resources for educators However, the evolving interests of learners in music can quickly render these materials outdated Consequently, teachers who rely heavily on these textbooks may inadvertently create negative classroom experiences To effectively implement this method, educators must remain adaptable and select appropriate songs and activities that resonate with their students.
There are still a lot of problems with those teaching methods and sometimes if teachers consider using songs, they are putting themselves in a hard situation Le
Incorporating music into the English as a Foreign Language (EFL) curriculum remains largely dependent on teachers' flexibility, as there is no formal approach established for its integration (1999) Despite significant revisions in language teaching methods in Vietnam, educators continue to encounter numerous challenges, including limited proficiency in various English dialects, an inefficient educational system, and inadequate resources for English practice (Phan, L.H.N, 2017) Consequently, classroom instruction remains a primary focus, and careful consideration of class time is essential for effectively integrating songs into lessons Nevertheless, the positive outcomes of using music can greatly enhance English learning.
15 especially in learning vocabulary, if the use of songs gets more attention from teachers
2.3.3 Using songs to promote lexical learning
Music, particularly in the form of songs, is highly effective for lexical learning due to its combination of music and lyrics, which enhance vocabulary acquisition Diakou (2013) highlights the psychological benefits of songs for language learners, while Rosova (2007) notes that music captivates our hearts and minds, immersing us in its world This engagement positively influences language learning by fostering emotions, creating enjoyment, reducing anxiety, and boosting motivation (Diakou, 2013) The interconnected psychological effects of music help learners absorb lyrics more easily, capturing their attention and interest Mishan (2005) emphasizes that incorporating music in language classes makes students more relaxed and attentive, increasing their desire to learn Ultimately, songs provide a fun and comfortable learning environment, enhancing motivation and making English learning a more enjoyable experience.
2.3.4 Learning outcomes of using pop songs
As mentioned above, songs with lyrics have a lot of effects on lexical learning There are a lot of types of songs which can be chosen according to students‟ characteristics
However, not all these types are suitable to use for learning a language and it is the teachers‟ effort to choose the most suitable ones for all of their students
Nowadays, the most interest of our teenagers may mainly be pop songs Murphey
Pop songs have become an essential resource for language learning, especially for learners aged 11 and above, as highlighted by (1992) Unlike in the past, when access was limited to Native English speakers, today's internet allows children worldwide to enjoy these songs, benefiting both ESL and EFL learners Li and Brand (2009) identified several reasons why pop songs are particularly advantageous for teenagers learning English Firstly, the vocabulary used in these songs is relatively simple and age-appropriate Secondly, the repetitive structures and conversational language, along with a suitable pace and pauses, enhance comprehension and real-life communication skills Lastly, engaging with song lyrics not only aids in vocabulary acquisition but also familiarizes students with pronunciation, allowing them to practice by singing along.
Pop songs, when carefully selected, offer valuable moral lessons reflective of the target society Džanić and Pejić (2016) emphasize that “songs are a great opportunity to teach a foreign language culture” (p.43), while Kuśnierek (2016) supports this by stating that “Listening to songs is an excellent way of learning about the culture of a specific country” (p.25) Culture encompasses all aspects of our lives, highlighting the significance of music in understanding societal values.
Culture encompasses a complex array of fundamental assumptions, values, beliefs, and behavioral norms Through music, students can gain insights into cultural lessons that are particularly valuable for their personal development, especially moral lessons, as teenagers are in a critical phase of shaping their identities While perceptions of these moral lessons may differ across cultures, educators can facilitate comparisons and highlight the strengths inherent in each perspective.
The lessons derived from real contexts highlight 17 weaknesses and offer valuable advice for students By utilizing pop songs, students can quickly grasp the meaning of their learning, gaining comprehensive knowledge and practice in language structures, pronunciation, vocabulary, and everyday conversational situations These songs also enable students to understand and reflect on the moral lessons embedded within their contexts.
Some recent empirical studies
Numerous studies have explored the effectiveness of using songs in English language teaching, aiming to enhance learners' knowledge and motivation across various contexts and methodologies.
Sevik (2012) explored the theoretical application of "Listen and Do" songs to enhance listening skills in young learners, highlighting the benefits of songs such as fostering a safe classroom environment and facilitating repetition The integration of these songs with the Total Physical Response (TPR) method proved effective not only in improving listening skills but also in enhancing vocabulary retention and practice Similarly, Fabón (2013) examined the effectiveness of songs in teaching English to ESL learners, focusing on age-appropriate activities based on children's characteristics However, both studies remain theoretical, lacking practical applications that could strengthen their findings and make them more applicable to real-life teaching scenarios.
Sevik (2011) conducted empirical research on the use of songs in teaching English to young learners, surveying fifty-two teachers from Turkish state primary schools The findings revealed strong beliefs in the pedagogical value and effectiveness of songs for teaching English as a Foreign Language (EFL) to young learners However, teachers faced challenges in selecting appropriate songs and assessing student progress The study highlighted that teachers' experiences and subjective views significantly influenced student success, yet it ultimately reflected a positive attitude towards the role of songs in English language instruction for young learners.
Diakou (2013) conducted research on the use of songs to enhance language learning for young students, addressing a gap in teaching practices The study aimed to determine the effectiveness of songs in a Cypriot Primary School context Utilizing an ethnographic case study with both qualitative and quantitative methods, the findings revealed significant improvements in language learning among the majority of students Through questionnaires and observations, students expressed positive attitudes towards song-based lessons, indicating that songs could serve as an effective pedagogical tool This approach not only fostered positive emotions but also proved to be a more effective method for teaching grammar and vocabulary compared to outdated textbooks used for the past fifteen years.
Kim & Kang (2015) conducted an experimental research to improve listening skills of
A study involving 128 Korean high school students demonstrated the effectiveness of using English pop songs for pronunciation practice (PSHP) Analysis of pre- and post-questionnaires, along with national English listening test results, revealed significant improvements The use of pop song materials not only enhanced students' listening skills, leading to higher scores on national tests, but also contributed to an increase in vocabulary.
19 them to understand more when doing the test, which was helpful for the other skills in studying English
Le (1999) conducted a qualitative study in Vietnam to explore the significance of music in second language learning, focusing on the perceptions of Vietnamese educators and students The research involved interviews, observations, and participation in social and musical activities Findings indicated a strong interest in incorporating music into extracurricular activities and pedagogical practices, with both teachers and students recognizing its value in enhancing English language skills Additionally, the study demonstrated positive outcomes in vocabulary acquisition through engagement in musical activities.
Li and Brand (2009) conducted an experimental study to assess the impact of songs on vocabulary acquisition and language skills among ESL students in China, specifically targeting 105 graduate law students The instruction incorporated American and British pop songs to enhance listening and reading comprehension, pronunciation, grammar, and stress patterns The findings indicated that integrating songs into the classroom led to varying degrees of language achievement, suggesting that utilizing songs can significantly boost vocabulary acquisition Additionally, the study revealed a positive attitude among students towards the use of English songs in their learning process.
Abdolmanafi-Rokni and Ataee (2014) conducted experimental research to investigate the impact of background music on vocabulary recall and retention among Iranian children The study highlighted the cognitive factors involved and demonstrated how incorporating songs can enhance vocabulary memory for learners A related study by Salcedo also explored these themes.
A study conducted in 2002 investigated the impact of music on text recall, revealing positive outcomes The findings indicated that music significantly motivated students, enhancing their attention during class Additionally, test results demonstrated notable improvements in word memory, with students achieving higher scores in subsequent vocabulary assessments.
Alipour, Gorjian & Zafari (2012) presented a study to investigate the effects of songs on vocabulary learning of upper language learners at Ahvaz, Iran in term of genders
A study involving 60 male and female students assessed the impact of musical and non-musical modes on vocabulary learning through a multiple-choice posttest The findings revealed that the musical mode group outperformed the non-musical group in both vocabulary recall and retention, with male students showing better performance than their female counterparts The authors concluded that songs serve not only as entertainment but also as effective tools for learning English.
In a 2008 study by Dagmar, the effectiveness of using pop songs to teach vocabulary was examined through both theoretical and practical components The theoretical section explored various aspects of music and language learning, particularly the importance of vocabulary acquisition in ESL Building on this foundation, a method for teaching vocabulary with songs was developed and tested on three groups of children aged 12 to 15, ranging from beginner to pre-intermediate levels Questionnaires were administered to assess the students' musical preferences, followed by English lessons where they learned new vocabulary from songs and textbooks Subsequent tests evaluated their retention of these words, but the results were disappointing for the author, as students scored higher on textbook vocabulary tests, contradicting the initial hypothesis.
Murphey (1992) provided teachers with valuable resources and guidance for classroom activities Batista (2008) built upon this by highlighting the effectiveness of music and songs as tools for learning English as a foreign language, noting significant benefits for her students However, she utilized songs from Murphey's collection, which may not align with contemporary student preferences It is essential to consider more current musical selections to engage today's learners effectively.
21 changed and the effectiveness must be tested again to have a better overview of our students in 21 st century
In conclusion, while many studies demonstrate the effectiveness of using songs in learning, some findings were theoretical and not entirely satisfactory Most research has concentrated on very young learners or adults who possess a clear understanding of their learning processes However, it is essential to explore the teenage demographic to identify more effective learning methods tailored to their needs.
Conceptual framework
This study utilizes a diagram to outline the methodology and tools employed, emphasizing teenagers' perspectives on using songs to enhance their lexical learning The research highlights three key advantages of English songs: their effectiveness in teaching linguistic aspects, the creation of a positive learning environment, and the moral lessons conveyed through the song contexts.
(1) Effectiveness in learning English linguistics‟ aspects
Using English songs to promote English lexical learning
(2) Creation of positive learning environment for learners
METHODOLOGY
Research design
The study employed an experimental method that involves altering one variable to observe its effect on another, emphasizing the cause-and-effect relationship essential for testing the effectiveness of a new approach As noted by Smith (1991, p.177), experimentation is the only method that directly addresses causality (cited in Cohen, Mansion & Morrison, 2007, p.272) The research aims to demonstrate the effectiveness of a new method for students, making the characteristics of experimentation well-suited for its design, although adjustments to the rules were necessary based on the study's specific conditions.
True experimental research must identify and control a wide range of variables and include essential features such as one or more control groups, one or more experimental groups, random allocation to these groups, pretests and posttests for both groups, interventions for the experimental group, and strict isolation to prevent contamination between groups (Cohen, Mansion & Morrison, 2007, p.272) If an experiment lacks any of these characteristics, it is classified as quasi-experimental As noted by Robson and Kieran (2016), quasi-experimental research still holds significant value in research methodologies.
The study utilized a quasi-experimental design, deemed a "second best choice" (Robson and Kieran, 2016, p 126), due to the impracticality of random assignment Conducted on a single experimental group, the research faced challenges in meeting the necessary conditions for two groups Additionally, the selected classes were constrained by the center's schedule, limiting the ability to choose them randomly.
This quasi-experimental research utilized pre- and post-questionnaires, along with additional research tools, to assess learners' attitudes before and after treatment The findings from these tools provided insights into teenagers' perspectives on lexical learning through the use of songs in their lessons.
Treatment Experimental group Pre questionnaire Songs lessons Post questionnaire
Research site
The SEAMEO RETRAC center offers a variety of courses for learners of all ages, focusing on English for young learners, adults, and specific purposes This research specifically examines the features of English teaching for teenagers, a segment of the young learners' courses Since 2014, the center has utilized the Solution 2nd Edition (OUP, 2012) as its primary textbook The program includes five levels designed for students aged 11 to 15, aiming to establish a solid foundation in the four essential skills: listening, reading, speaking, and writing, along with vocabulary, grammar, and pronunciation These courses are designed to enhance students' knowledge effectively.
High school students benefit from grammar exercises and additional activities in a comfortable setting Based on experience working with teenagers, the researcher believes it is essential to explore engaging methods for vocabulary learning, and incorporating songs is particularly effective for this age group.
The study focused on the pre-intermediate level due to several key factors Firstly, students in these classes are diverse in age and possess a greater awareness of their self-learning capabilities Secondly, as the complexity and volume of vocabulary increase, students may struggle to retain new words Lastly, this level requires more communication activities in class, necessitating vocabulary beyond the course book Consequently, the researcher selected this level to implement song activities and assess their effectiveness.
In the second Solution 2nd Edition textbook, students engage in two courses, SPRE-A and SPRE-B, each lasting twenty weeks, with classes held only on weekends They learn from both a foreign teacher and a Vietnamese teacher, focusing on enhancing four skills, consolidating grammar, and expanding vocabulary across various topics However, the limited class time can make it challenging for students to retain new vocabulary, highlighting the need for additional learning outside the textbook To address this, songs are incorporated into the curriculum as a method to enrich their vocabulary bank.
Participants and sampling procedures
In a quasi-experimental study, two classes were selected based on differing starting dates and learning shifts, diverging slightly from the initial plan of maintaining the same learning shift Nevertheless, the primary criterion of both classes being at the same SPRE-A level was upheld.
25 and they also had near started dates and the same Vietnamese teacher There was also a class for trial research and it was also in the pre-intermediate level (SPRE-B)
The experimental classes for the study were selected from those assigned by the Center, with two main classes meeting the necessary criteria Due to the Center's scheduling, the classes could not commence on the same day; the first class (code SPRE-A-50 W1) began on September 10, 2017, with 18 students, while the second class (code SPRE-A-51 W2) started on October 21, 2017, with 17 students In total, 35 students participated in the study.
Research tools
This quasi-experimental research employed a combination of qualitative and quantitative methods to gain a comprehensive understanding of students' perspectives, incorporating their opinions and behavioral observations The study utilized questionnaires as quantitative tools, while observations provided both types of data, and diaries served as qualitative instruments.
The study utilized pre- and post-questionnaires to assess teenagers' attitudes towards vocabulary learning, incorporating similar questions for easier comparison of changes These questionnaires were adapted from Diakou (2013) The experimental group received song lessons, which were carefully planned and revised prior to the experimental period.
26 after each lesson, if necessary The chosen songs must have moral lessons to learn and be suitable for the majority of students‟ music styles nowadays
Table 3.2: Description of the two questionnaires
Question 1+2: ask about their age and their genders
Question 3: ask whether they feel easy or difficult when learning vocabulary in their textbook
Question 1: ask whether they feel easy or difficult when learning vocabulary through songs Question 4: how often they like learning vocabulary in their text book
Question 2: how they liked learning vocabulary through song lessons Question 5: what aspects in lexical learning they usually find problems
Question 3: what aspects in lexical learning they could improve through songs
Question 4: their opinions when learning vocabulary through songs in general Question 6: 8 items asking about their attitudes when learning the aspects of lexical learning above
Question 5: 10 items asking about their attitudes when learning the aspects of lexical learning above through songs Question 7: ask about what kinds of activities they would like to experience in class
Question 6: ask for their suggestions in using songs to learn vocabulary
Question 7 in pre-questionnaire had some answers which were not related to the intention of the research; however, it provided for the researcher our students‟ learning styles preference before applying the songs treatment Question 6 in post-
27 questionnaire is an open question and the students were asked to write their answer in the blank, so not many students expressed their opinion for this
In addition to pre and post-questionnaire, some other tools were applied for a more adequate view on our students‟ perspectives:
Students were assigned to write diaries at home after two lessons to articulate their emotions and insights gained from the songs While they had the freedom to express their feelings, prompted questions were provided to guide their writing and ensure alignment with the study's objectives, facilitating easier collection of their thoughts by the researcher.
The teacher conducted observations during lessons to gather both quantitative and qualitative data on student behavior with and without the use of songs This observation aimed to assess changes in student behavior over time, with the Vietnamese teacher dedicating 2 hours per week to instruction Prior to the implementation of song lessons, students were required to study textbook content for over 1 hour according to the center's schedule The observation form consisted of two parts: the first recorded the number of students exhibiting reactions during lessons with and without songs, while the second documented student behaviors during each activity in song lessons Additionally, the teacher provided brief notes at the end of each lesson to offer feedback and identify areas for improvement in future lessons.
Data collection and analysis procedure
Eight songs have been selected to create 40-minute lesson plans, focusing on moral lessons applicable to daily life, public popularity, language use, and the vocabulary related to textbook topics The selection includes more recent songs that reflect modern themes.
The article emphasizes the importance of suitable vocabulary for teenagers' future communication in English It highlights that activities were adapted from "Sing Out Loud: Using Music in the Classroom," tailored to align with students' learning style preferences and the selected songs.
Below is the table of eight chosen songs to make the lesson plans for experimental study and how they related to the topics in their textbook:
Table 3.3: The relationship between the topics of the songs and topics of the units in the textbook
Week Topics in their textbook
Topics of the songs Where were the songs taken?
Let it go Forget the criticism and follow your dream
3 Personalities How far I‟ll go
Break the old rules and try new things
A song of „Moana‟, by Disney in 2016
Never give up your dream
A song of „Zootopia‟, by Disney in 2016
Believe in yourself and never give up
„The prince of Egypt‟,by Dreamworks in 1998
6 Cooperation If we hold on together
7 Helping others Send it on Helping others the song released for a charity campaign by Disney in 2009
8 Protect the Color of the Protect the nature The theme song of
9 Love yourself Greatest love of all
Love and proud of yourself
Theme song in the film „The Greatest‟ in
Many timeless songs, particularly theme songs from popular animated films, continue to resonate with audiences today These songs serve as engaging contexts for students, enhancing their understanding of new vocabulary and boosting motivation Each lesson features a variety of activities, with favorites including title-based guessing games, question answering, fill-in-the-blank exercises, discussions, summaries, and free listening These activities are designed to help students grasp vocabulary meanings and learn valuable moral lessons Group work is emphasized to foster a more dynamic classroom environment, allowing students to explore alternative vocabulary learning methods, which aligns with the study's objectives.
3.6.2 Trial phrase for the experimental
Trial research was conducted to evaluate the suitability and reliability of two questionnaires Class SPRE-B-32 W2, consisting of 14 students, participated in the trial starting on July 29, 2017 The students only completed the pre-questionnaire and studied the first three songs, followed by the post-questionnaire on August 26, 2017, without receiving all song lessons or utilizing all research tools.
Table 3.4: Trial research procedure for SPRE-B-32 W2
July 29 th , 2017 Did the pre-questionnaire August 5 th ,2017 Applied the first song lesson
August 12 th ,2017 Applied the second song lesson
(How far I‟ll go) August 19 th ,2017 Applied the third song lesson
(Send it on) August 26 th , 2017 Did the post-questionnaire
After conducting a trial test, the collected data was analyzed using SPSS to assess the suitability and reliability of the questionnaire items Overall, students comprehended the questions well and had no issues providing their responses The analysis yielded results that supported the study's hypothesis The questionnaires comprised 14 questions, with some designed to gather objective information about students' current study status, while others allowed for multiple responses, complicating reliability testing Consequently, Cronbach's Alpha was applied to evaluate the reliability of eight items from question 6 of the pre-questionnaire and ten items from question 5 of the post-questionnaire, which were crucial to the study's outcomes The following tables illustrate these confirmations.
Table 3.5: results of reliability for the items in pre- questionnaire
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
1 I find it's hard to remember spelling 20.00 7.538 413 827
2 I don't have enough opportunity for spelling 20.14 6.440 539 816
3 It makes me confused when understanding the meaning of a new word
4 Putting words correctly in contexts is really hard to me 19.64 6.863 716 792
5 I usually forget pronunciation of a new difficult word in class 19.64 6.555 611 802
6 I don't have enough chance to recognize pronunciation from media
7 Moral lessons are not focused in class 19.93 6.841 583 806
8 I don‟t have any proper materials to learn moral lessons 20.86 7.516 422 826
The Cronbach's Alpha for the eight items in question 6 of the pre-questionnaire is 830, indicating a good level of reliability Additionally, all items show a 'Corrected item-total correlation' above 4, with no items needing deletion to improve the Cronbach's Alpha Consequently, these items are deemed reliable and suitable for the main survey The same reliability test applies to the ten items in question 6 of the post-questionnaire.
Table 3.6: Results of reliability for the items in post- questionnaire
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
1 I can learn moral lessons through songs 30.07 12.225 648 910
2 Songs can lower my anxiety toward lexical learning 30.07 12.379 600 913
3 Easier to remember the spelling 30.79 11.720 810 901
4 An interesting and entertaining way to learn voc 29.86 10.747 840 898
5 More understandable to learn meaning 30.29 12.066 639 911
7 The repeated in songs helps to understand the position of a word 30.64 12.247 771 904
8 The activities help us know new words easier 29.93 12.225 615 912
9 Easier to review at home 29.79 12.181 662 909
Understand more values in our life 29.71 12.374 646 910
The Cronbach‟s Alpha for the ten items in question 5 of the post-questionnaire is 916, which is at the high reliable level Moreover, the results are all higher than 6 in
The corrected item-total correlation indicates that there are no deleted items, resulting in a higher Cronbach's Alpha than the existing value These items are also effective for analyzing students' attitudes after incorporating songs into their regular lessons.
The data collection procedure utilized three tools: questionnaires, observation, and student diaries, as outlined in section 3.5 Questionnaires are a widely used, convenient, and flexible research instrument that allows for the collection of self-reported data, reflecting students' beliefs or thoughts on various issues in a short timeframe They can accommodate large groups and yield objective results since participants do not need to disclose personal information The data gathered can take various forms, including closed-ended and open-ended questions, and can complement other research instruments Observation, as defined by Griffee (2012), involves the systematic and intentional recording and analysis of observed results While observational data may sometimes lack reliability, it provides valuable insights for researchers.
To enhance the reliability and value of study results, it is essential for observers to maintain high concentration and take careful notes Student diaries have been implemented to support written self-assessment regarding classroom teaching methods, allowing students to reflect on pertinent issues This approach facilitates deeper insights into student opinions and enables prompt adjustments The combination of these three tools improves data collection accuracy and provides a more comprehensive analysis of the study's issues.
In this study, the researcher served as the teacher for two experimental classes During the first week, 35 participants completed a pre-questionnaire in English, with the teacher available to assist with any questions Following the pre-questionnaire, lesson plans were implemented for both classes, as there was no control group Students were encouraged to listen to the songs they studied in class at home to enhance their learning experience.
The teacher used song lessons in about 40 minutes at the end every lesson for both classes after they had all learned their main lesson according to the center‟s
Collecting observation data and students‟ diaries during the application of song lessons
34 syllabus The time for the experimental period lasted in eight weeks and a lesson plan was applied in a week
The time applying song lessons for SPRE-A-50 was from September 17 th , 2017 to November 5 th , 2017 and the time for SPRE-A-51 was from October 28 th , 2017 to December 16 th , 1017
During the study, the teacher, who also served as the researcher, observed student behaviors in each class and required students to submit diaries every two weeks to reflect on the moral lessons conveyed in the songs Initially, the diaries were to be submitted weekly; however, due to students' busy schedules and the need for more reflection time, the submission period was extended to biweekly This adjustment aimed to enhance the quality of their writing, especially since the songs often shared similar moral themes After completing eight song lessons, both classes participated in a post-questionnaire during the midterm test week, with SPRE-A-51 completing it on November 12, 2017, and SPRE-A-52 on December 23, 2017, marking the conclusion of the experiment at SEAMEO.
Table 3.6: Main research procedure for the two main classes
Making 8 lesson plans for the study
Applied the first song lesson (Let it go)
Applied the first song lesson (Let it go)
Applied the second song lesson (How far I‟ll go) Observation form Students diary
Applied the second song lesson (How far I‟ll go) Observation form Students diary W4
Applied the third song lesson (Try everything) Observation form
Applied the third song lesson (Try everything) Observation form W5
Applied the fourth song lesson (When you believe)
Applied the fourth song lesson (When you believe)
Applied the fifth song lesson (If we hold on together)
Applied the fifth song lesson (If we hold on together)
Applied the sixth song lesson (Send it on) Observation form Students diary
Applied the sixth song lesson (Send it on) Observation form Students diary W8
Applied the seventh song lesson (Color of the wind)
Applied the seventh song lesson (Color of the wind)
Applied the eighth song lesson (Greatest love of all)
Applied the eighth song lesson (Greatest love of all)
Did the post- questionnaire Teacher‟s take note
Did the post- questionnaire Teacher‟s take note
The study focused on understanding students' perspectives on using songs to enhance their lexical learning both in class and at home Data collected from pre- and post-questionnaires, along with observations and diary entries, were analyzed using SPSS to assess improvements and changes in attitudes towards lexical learning Correlational tests were conducted to identify relationships that could inform future applications Teacher observations documented student behaviors during lessons with and without songs, revealing changes over eight weeks that supported questionnaire findings Additionally, students' diary entries were coded to evaluate their progress and interest in songs, providing valuable insights into their experiences and preferences for integrating songs into their lexical learning.