INTRODUCTION
Background of the study
In today's globalized world, the demand for English language learning is surging, as more individuals recognize its importance for international communication Graddol (2006) highlights that despite recent changes, the desire to learn English continues to grow, with learners becoming younger and more numerous This trend underscores the enduring significance of English in modern society, solidifying its status as a vital skill for global interaction.
Vietnam has recognized the significance of English following its membership in ASEAN and the WTO, leading to its integration into the education system as a compulsory subject To enhance language acquisition, the Ministry of Education and Training implemented Decision 4919/BGDDT-GDTH on August 17, 2010, which mandates that all primary schools in Vietnam begin teaching an optional language, including English, starting in grade three with a minimum of two periods per week This initiative aims to foster early language skills among students, reflecting the growing importance of English in a globalized world.
Teaching English to primary school children presents significant challenges, as young learners often struggle to grasp a second language effectively To address this, educators are continually seeking suitable and effective teaching methods One highly effective approach is the use of English songs, which can enhance language acquisition for young learners As noted by Moon, it's essential to provide training in teaching methodologies tailored for children The Ministry of Education and Training (MOET) should incorporate a variety of communicative language teaching methods in teacher training and encourage the use of engaging activities, such as games, songs, chants, and arts, to facilitate learning.
According to Nguyen (2007), incorporating songs into language learning not only enhances student motivation but also provides a practical context for communication The significance of using songs as a teaching technique has garnered considerable attention from researchers in recent educational methods.
Murphey (1992) highlighted that songs enhance young learners' listening skills, pronunciation, and speaking abilities They serve as effective tools for vocabulary acquisition, sentence structures, and cultural reflection One of the key advantages of incorporating songs into the classroom is the element of fun, which is crucial for language learning and often neglected by educators Songs can enrich classroom dynamics and boost student motivation Additionally, Lynch (2005) supports the use of songs in language teaching, emphasizing their educational value.
Songs featuring authentic language are readily accessible and serve as excellent resources for vocabulary, grammar, and cultural insights They offer enjoyable opportunities for students to enhance their speaking, listening, and language skills both inside and outside the classroom.
That is the reason why I choose “An investigation into the use of English songs to teach English for young learners at some primary schools in Hue” as my topic.
Rationale of the study
This research was carried out for the following reasons:
English is a mandatory subject in schools worldwide, including Vietnam As an English teacher, the researcher aims to enhance the quality of education and improve students' language skills by utilizing real-life contexts and authentic materials, making the learning of English more accessible and engaging for students.
Many primary school children enjoy listening to music and quickly mimicking English songs, often without understanding the vocabulary or meaning Research indicates that young learners thrive in environments that are fun, relaxing, and entertaining when it comes to learning a foreign language Consequently, incorporating songs into English language teaching is an excellent method for engaging young learners effectively.
Many teachers and researchers in Hue city face challenges when teaching English to young children in primary schools, as their age makes language comprehension difficult Furthermore, the teaching methodologies acquired during university training often prove ineffective for this age group Consequently, incorporating songs into English lessons for young learners is crucial for enhancing their learning experience.
Numerous studies highlight the effectiveness of using songs to teach English (Anton, 1990; Murphey, 1992; Kanel, 2000; Salcedo, 2002; Lynch, 2005; Shen, 2009), including research specific to Vietnam (Ngo, 1995; Nguyen, 1998; Phan, 2011) However, existing research predominantly targets secondary school, high school, university, and adult learners, with limited exploration into the use of songs for teaching English to children Consequently, the integration of songs in English language instruction for young learners emerges as a significant and engaging area for further research.
Aims of the study
This study explores teachers' attitudes toward using songs in English instruction for young learners and examines the practical challenges and benefits encountered in primary schools in Hue City Additionally, it offers practical recommendations to enhance the effective use of songs in teaching English to young children.
Research questions
The project addresses the following questions:
1 What are teachers‟ perceptions of using English songs in teaching English to young learners at some primary schools in Hue city?
2 How are the songs being used to teach English at some primary schools in the reality?
Scope of the study
This study aims to enhance the effectiveness of English language instruction for young learners by exploring the reality and impact of incorporating English songs into the teaching and learning process.
Therefore, this research carried out bases on the participants of 20 teachers at some primary schools in Hue city The data will be collected by using the questionnaires and interviews.
Research significance
Research findings highlight the effectiveness of using English songs to teach young learners, providing valuable insights for English teachers on enhancing their teaching skills This project offers practical strategies for improving English instruction through music, while also allowing the researcher to expand their knowledge and incorporate innovative techniques in teaching young learners.
Structure of the study
Chapter I: Introduction – Presents the background, the rationale, the aims, the research questions, the scopes, and the significance, the structure of the thesis
Chapter II: Literature Review – Presents previous studies related to the topic in the World and in Vietnam, the relevant background theories of using songs to teach English for young learners as well as researcher‟s points of view on the examined issue
Chapter III: Research Methodology – Points out the information related to the methods used in the research such as methodology, participants, and procedures of the research and data collection
Chapter IV: Findings and Discussion - Includes the analysis of data collected during research and presents the reality of using songs to teach English at some primary schools in Hue city
Chapter V: Conclusion – Summarizes the result of the study It also includes that using songs to teach English for young learners takes a lot of effects However, it also meets some difficulties and then gives the suggestions to solve the problems in the study.
LITERATURE REVIEW
Introduction
This chapter explores the theoretical framework of using songs in teaching English to young learners in primary schools It covers key topics such as the definition and benefits of songs in language education, the role of songs in enhancing language acquisition, and effective techniques for their implementation Additionally, it discusses the advantages of incorporating English songs in the Vietnamese educational context, while also addressing the challenges faced by both teachers and learners Finally, the chapter reviews relevant previous studies that inform this research.
Songs enhancing language learning
Songs are a powerful tool for motivating students to learn English, enhancing their skills in reading, writing, listening, and speaking, while also aiding in the acquisition of pronunciation, rhythm, grammar, and vocabulary (Lo & Li, 1998) They create a non-threatening environment that alleviates the tension students often feel when speaking English in formal settings Furthermore, songs are an integral part of daily life, accessible during various activities such as traveling, sleeping, working, and studying, making them a versatile resource for language learning.
Song consists of word and music that are sung together
From the statements, song is affirmed as an equal combination of words and music Specifically, Agawu (1992) gave a supplementary idea for song definition
Songs are a complex blend of lyrics and music, where the words serve as a gateway to meaning, while the musical elements provide foundational support to the text's significance.
According to Agawu's (1992) definition, songs share common elements of sound, words, and meaning, making them valuable tools for teaching English The lyrics, which consist of a combination of words, are set to melody and rhyme, effectively conveying meaning Each of these characteristics plays a crucial role in the educational process.
2.2.2 Features of songs in enhancing language learning
According to Shen (2009), the effectiveness of integrating English songs into ELT is demonstrated from the theory of human brain, which is the headquarters of languages processing
The theory of multiple intelligences (MI), introduced by Gardner in 1993, identifies various distinct types of intelligence that individuals possess to different extents Key intelligences, such as verbal/linguistic, musical/rhythmic, and interpersonal intelligence, play a crucial role in enhancing a learner's linguistic competence and foreign language acquisition Engaging with English songs can significantly unlock a learner's linguistic potential by utilizing captivating melodies and evocative lyrics, which foster the multidimensional development of human intelligence.
Dr.Howard Gardner Retrieved from:
(http://uncmeetscdv.blogspot.com/2010/05/efl-workshop.html )
2.2.2.2 Songs and left-right hemisphere of the brain
Research in psycholinguistics shows that songs can enhance language acquisition and learning in both brain hemispheres Unlike speech, songs are processed differently as they travel from the left ear to the right hemisphere, which can stimulate language learning The right hemisphere becomes more engaged in processing the overall meaning and formulaic speech, highlighting the unique role of music in language development.
Research by Davies (2000) indicates that music, including various rhymes and songs, can alter brain waves during an electroencephalogram (EEG), enhancing the brain's receptivity to learning By linking the functions of the right and left hemispheres, music facilitates quicker and easier learning Additionally, studies reveal that listening to music boosts brain function and promotes complex thinking, fostering connections between emotions, cognition, and learning.
Using English songs to teach young learners is an effective method for enhancing language awareness According to Shen (2009), songs provide a valuable resource for promoting students' understanding of English as a foreign language Listening to English songs encourages students to ask questions about the language and develop their speaking skills, as they need to grasp pronunciation and the flow of sounds to sing independently This process helps them gain insights into how the English language conveys meaning Furthermore, learning through music offers an enjoyable and implicit way to enhance language awareness, making it a more effective alternative to traditional memorization techniques.
Songs play a significant role in enhancing students' intelligence by fostering the connection between the right and left hemispheres of the brain, ultimately aiding in effective language acquisition.
The benefits of using songs to teach English for young learners
Learners can effectively relax and engage in listening activities, which enhances their motivation to absorb lessons As noted by Orlova (1997), songs foster a positive emotional connection to language learning by influencing listeners' emotions and encouraging them to express their feelings about the content Additionally, incorporating songs creates a fun and enjoyable learning environment, making it easier for learners to comprehend what they hear.
Walker (2001) highlights the effectiveness of using songs in foreign language instruction, noting that many students have expressed that learning their first English song was one of their most enjoyable and rewarding language experiences (p.10).
Songs, with their authentic and natural language, are more memorable than traditional textbook content, making them an effective tool for teaching English By incorporating songs into lessons, educators can provide students with engaging and memorable learning experiences.
Anton (1990) introduced the contemporary music approach (CMA) methodology, emphasizing that nonverbal right-brain skills—such as actions, emotions, and music—significantly enhance creativity, memory, and imitation in language learning He argued that music serves as a powerful memory aid, particularly in recalling structures.
Moreover, Falioni (1993, p.98) showed a similar conclusion that music is an effective memory aid for the classroom because “many people often remember rhyme, rhythm or melody better than ordinary speech”
Songs offer a valuable resource for language learners to expand their vocabulary Mastering new words can be challenging for those learning a foreign language, but music can ease this process By presenting words in various contexts, songs enhance understanding and retention, making it easier for learners to memorize new vocabulary.
Tatenhove (2007) emphasized that teaching vocabulary can often be tedious and unengaging He discovered that using songs as a teaching strategy can significantly enhance vocabulary acquisition, as they provide a rich social context that aids learners in grasping target words This perspective aligns with Wieczska's (2005) assertion that words in context hold more meaning than those presented in isolation Therefore, incorporating songs into vocabulary instruction can be an effective method, offering various contexts that help students understand and retain new words.
Listening to songs not only helps learners expand their vocabulary but also enables them to master accurate pronunciation By singing along with the music, learners can mimic the way singers articulate words, leading to significant improvements in their pronunciation skills.
According to Park (1997), as referenced by Griffee (1992), songs are effective tools for enhancing pronunciation and offer learners the chance to practice speaking with native speakers by singing along Additionally, Techmeier, Urbanic, and Vizmuller (1981) support this view, highlighting the educational benefits of using music in language learning.
“Singing helped to develop better hearing skills and, as a result, promoted and reinforced good articulation of word”
Learning English through songs provides foreign language learners with the advantage of acquiring new grammar structures Since songs are typically composed by native speakers with strong linguistic skills, they serve as an invaluable resource for teaching grammar According to Park (1997), songs create a natural context where common grammatical structures frequently occur, allowing learners to reinforce their understanding By engaging with songs, learners can enhance their pronunciation, vocabulary, and grammar skills simultaneously.
Integrating songs into language teaching enhances various skills such as speaking, vocabulary, grammar, and writing (Shen, 2009) Listening to English songs exposes EFL learners to authentic language, improving their pronunciation, phonological awareness, stress, and intonation, which leads to more fluent speech Additionally, songs help learners grasp the emotional context and lyrical content, allowing them to absorb grammatical structures unconsciously while remembering the words.
Listening to songs offers learners a valuable opportunity to grasp cultural nuances, as language and culture are intricately linked By studying a foreign language through music, learners not only enhance their linguistic skills but also gain insights into the cultural aspects of the country where the language is spoken.
Using songs in the classroom enhances students' understanding of the cultural nuances embedded in the target language (Jolly, 1975) As noted by Park (1997), Griffee (1992) emphasizes that songs serve as a reflection of culture through language, highlighting the intrinsic connection between language and culture Furthermore, Park (1997) uncovers additional valuable insights from Griffee's work, reinforcing the importance of integrating music into language learning.
(1992) that “Music or song is a reflection of the time and place that produced it; every song is a culture capsule containing within itself a significant piece of social information” (p.17)
Betty (1999) emphasizes the importance of incorporating songs into the classroom, citing Griffee's perspective that each decade's music reflects its culture By introducing songs, educators not only bring the associated cultural context into the learning environment but also provide a means to explore and compare different cultures.
Young learners in acquiring a foreign language through songs
Young learners are children between the age from 5 years to 12 years old (Rixon, 1999), while according to Cameron (2001), young learners are those under
The definition of young learners varies across countries, typically encompassing those around 14 years old, and is primarily based on the years spent in primary or elementary education prior to transitioning to secondary school.
2.4.2 Characteristics of young learners in acquiring a foreign language through songs
Psycholinguists suggest that young age is a key factor in successful foreign language learning due to the brain's heightened adaptability before puberty This flexibility allows for easier language acquisition, free from the worries and responsibilities that typically accompany adulthood (Brumfit, 1994).
Teaching English to young learners poses challenges for primary teachers, who must creatively design engaging activities to captivate children's interest Understanding the unique characteristics of young learners is essential for teachers to develop effective activities that promote active participation in the learning process This engagement is crucial for helping students appreciate the value of acquiring a foreign language, such as English through songs Various researchers and psychologists have identified key characteristics and interests of young language learners, encompassing cognitive, linguistic, and emotional aspects.
They have short attention span
Children have a short attention span and often get bored quickly during the learning process (Scott & Ytreber, 1998) To combat this, teachers should adapt their techniques by incorporating a variety of engaging activities, such as handwriting exercises, games, and songs, to maintain students' interest and enhance their learning experience.
They are active and curious
Curiosity is a fundamental trait of children, driving them to explore and ask questions about the world around them As noted by Harmer (1989), children thrive on variety and stimulation in their activities Consequently, it is essential for teachers to design engaging activities that ignite this curiosity Incorporating songs into English language teaching for young learners serves as an effective strategy to enhance motivation and foster a love for learning.
They go to class with physical activities
Scott and Ytreberg (1990) emphasize that children's understanding is primarily developed through their sensory experiences Given this, English language teachers should leverage these characteristics to enhance student learning Utilizing gestures, visuals, and real objects can effectively convey vocabulary found in song lyrics, making lessons more engaging and impactful.
They like learning through play
"Children learn through play" has been a guiding principle for early childhood educators for decades, as children naturally prefer play and fun over traditional studying Isenberg (1993) emphasized that play is a fundamental need for every child, serving as a crucial activity that supports their mental development Music, particularly through songs, is a familiar form of play for children, with singing games and chants representing symbolic play and imitation These musical activities facilitate the transition from sensorimotor experiences to symbolic understanding, highlighting that children learn effectively through songs, which are vital in foreign language teaching As a result, primary schools are encouraged to incorporate songs into the English curriculum for young learners.
Children like to listen to music and imitate what they heard
Using songs to teach English to young learners has proven to be highly effective, as children enjoy listening to and singing along with music The repetitive nature of song refrains aids in memorization, allowing children to easily recall words Rixon (2000) notes that the rhythmic sections of songs often lead to spontaneous participation from young audiences Language teachers have observed that exposure to these rhythmic utterances enhances word retention Griffee (1992) emphasizes that children practice pronunciation by singing, enabling them to repeat words in rhythmic groups Consequently, the repetition and exposure provided by songs facilitate children's ability to remember and produce language effectively.
They want to be praised
Scott and Ytreberg (1990) emphasize that children possess a natural enthusiasm for learning, which can be nurtured through praise and encouragement By acknowledging their efforts, educators can help maintain this positive attitude and foster a sense of success from the outset For instance, after listening to music, children can engage by singing along, comprehending the lyrics, and retaining vocabulary effectively Therefore, it is essential for teachers to motivate and commend their students to enhance their interest in learning.
Techniques of using songs in teaching English for young learners
2.5.1 Pick the right kind of songs
According to Hildred (2010, p.56), selecting the right songs can be a challenging task It is essential to take into account various factors such as the song's speed, length, style, and its appropriateness for the specific level and type of class being taught.
Children's songs are designed to be simple, engaging, and easy to understand Notable authors in the realm of children's music for English learning include Carolyn Graham, known for her 2004 publication "Let's Chant, Let's Sing," and the popular Genki English series.
- Primary School English Songs book published in 2011; and Super Simple Songs (http://www.supersimplelearning.com/songs/original-series/)
2.5.2 Teach vocabulary in the lyrics of the song by using visual materials like flash cards, pictures or real objects
Gardner's (1993) multiple intelligence theory emphasizes the presence of diverse learners in a classroom, urging teachers to engage various learning styles throughout the course Notably, visual learners represent a significant portion of students, making it essential for educators to cater to their needs Utilizing bright and colorful flashcards can effectively capture the attention of visual learners, enhancing their educational experience.
Doff (1988) emphasizes that vocabulary should be presented visually only when it is quick and clear, as this method is effective, engaging, and memorable for students Visual aids, such as pictures, flashcards, and real objects, enhance teachers' instructions, making them more meaningful and helping achieve educational objectives by providing a different emphasis compared to verbal communication.
When teaching the ABC song, educators can enhance learning by using colorful flashcards or alphabet pictures from books These vibrant visuals capture children's attention and facilitate their understanding of the song's lyrics.
2.5.3 Teach the song slowly at first, and use meaningful gestures
Numerous studies highlight the significance of gestures in second language acquisition, particularly in teaching contexts involving young learners and beginners Teachers frequently use gestures to enhance engagement and dynamism in lessons Research by Tellier (2006) identifies three primary functions of teaching gestures: class management, evaluation, and explanation These gestures can take various forms, including hand movements, facial expressions, and body language, aiding learners in inferring meanings of spoken words However, the effectiveness of this strategy relies on the clarity of the gestures used; unfamiliar foreign emblems may lead to confusion among students.
Using the song "If You're Happy and You Know It" in English lessons for children can enhance their understanding of vocabulary Teachers can incorporate facial expressions, such as smiling to convey "happy," and encourage students to physically act out phrases like "clap your hands." This interactive approach effectively reinforces the meanings of words and engages young learners.
2.5.4 Play the song, and give it a try
Singing is an effective method for teaching English to young learners, as highlighted by Alfred (2012), who emphasizes the importance of listening and repetition Teachers, along with audio resources like CDs, serve as models for children to imitate Young learners typically listen to songs multiple times before participating, so educators should feel confident with the lyrics and promote engagement through movement and dramatization It's important for teachers to remember that students may not sing perfectly on their first or second attempts; the focus should be on enjoyment and allowing children to progress at their own pace Consistently using the same songs week after week can lead to daily singing, reinforcing language skills.
Teachers can enhance classroom routines by having children sing the same song, “Hello and Goodbye,” at the start and end of each class This daily practice not only creates a consistent theme but also fosters a welcoming and positive environment for students.
2.5.5 Play games to review the vocabulary in the songs
Games are used to make children easier to understand and remember vocabularies in some topics Through games the students become active learners
Children are naturally enthusiastic about playing games, which allows them to actively engage in learning According to Thornbury (2002, p.102), effective games are those that encourage quick recall of vocabulary After the learning process, games provide a stress-free and motivating way for learners to reinforce the words they have acquired Overall, games are a highly effective tool for helping children develop their language skills.
Teachers can enhance English learning by incorporating engaging and simple games like Bingo, Kim's games, card games, guessing games, and activities such as "slap the board" and "what and where." These interactive methods effectively motivate students and make learning enjoyable.
The benefits of using songs to teach English for young learners in
Listening to English songs and learning English through songs are demand of almost Vietnamese learners We can learn English through songs on TV and radio
Utilizing songs in English language teaching has proven to be highly effective, as highlighted by various studies Notably, Ngo (1995) reported that the BBC's program "Learning English through Songs," aired every Sunday morning, garnered significant attention from Vietnamese radio listeners Additionally, Nguyen (1998) noted that in April 1998, learners were able to enjoy the "Sing to Learn" program on VTV2, a Vietnamese television station.
Recently, there have been several studies on using songs in teaching English in Vietnam for instance, Mark Huy Le (2009)
Mark Huy Le, in his work "The Role of Music in Second Language Learning: A Vietnamese Perspective," gathers insights from EFL students and teachers in Vietnam regarding the significance of songs in English language education He highlights the value of incorporating English songs into teaching and learning, emphasizing their role in enhancing engagement and improving language acquisition among learners.
2.6.1 Music makes language learning interesting
In Vietnam, primary education emphasizes group singing among children, focusing on themes like games, daily activities, and moral lessons This early exposure fosters confidence in students, enabling them to sing both individually and in groups during their tertiary education As a result, Vietnamese students particularly enjoy incorporating songs into their English classes.
2.6.2 Music bridges the gaps between teachers and students
In a Confucian society, teachers hold a revered status, ranked above students' parents and seen as the ultimate source of wisdom This hierarchical relationship between teachers and students is traditional, yet music serves as a bridge that fosters connection and camaraderie By sharing a common interest in music and engaging in various academic and social activities, teachers and students can bond more closely Teachers who enjoy singing and actively participate in musical activities with their students often enjoy greater popularity and rapport.
In brief, there is an important place for music in daily life as well as in English language learning that nobody can deny.
Some difficulties of using songs to teach English for young learners
Teaching English to young learners through songs offers both benefits and challenges While this innovative approach can enhance language acquisition and engagement, it is essential to acknowledge and address the potential difficulties that may arise.
Young learners are motivated to learn English as it allows them to engage in enjoyable activities while studying However, they often struggle to maintain focus during lessons, which can lead to neglecting important content.
Ekern (1996) that students turn to be too enthusiastic to do anything because of songs That may be joy; however, some times their learning aims could be forgotten
Learning a foreign language through English songs can present challenges, particularly with grammar Many songs contain unusual grammatical structures that can confuse learners As noted by Park (1997), the lyrics of some songs may be grammatically incorrect or overly complex, making it difficult for language learners to grasp these concepts effectively.
For example, children‟s songs or nursery rhyme, Jack Be Nimble, can‟t help the learners in the use of the verb “to be”
Jack jump over the candle stick
The fast rhythm of songs can make them challenging to understand, as many words are often slurred together According to Lems (2001), weak learners may struggle with the rapid pace, unclear references, and infrequent repetition found in many songs.
Listening to songs presents a greater challenge than learning conversations due to the overpowering influence of music Children often focus on the sound rather than the lyrics, making it difficult to grasp the song's meaning and context.
Teachers often face challenges in selecting appropriate songs that match the level and style of their classes According to Milek (2010), while incorporating songs into English teaching is effective, the primary difficulty lies in choosing the right songs from the vast options available When selecting a song for the classroom, several factors must be considered, including the students' age, proficiency level, and the song's alignment with teaching objectives Educators should clarify the purpose of the song—whether it is intended to facilitate discussions on specific topics, emphasize new vocabulary, address grammatical issues, or enhance overall language skills.
The teachers are also concerned about time consuming in class Millington (2011, p.137) said:
While young learners enjoy repeating songs, their interest can wane if the same song is overused Additionally, non-native English-speaking teachers may hesitate to teach songs due to concerns about correctly conveying stress and timing, leading them to favor only familiar songs.
In Vietnamese primary schools, classes are often overcrowded, with an average of 40 to 50 students per class, making it challenging for teachers to effectively incorporate songs into English lessons The large class sizes raise concerns about maintaining discipline, as teachers struggle to manage the noise levels during engaging activities As noted by Hayes (1997), these difficulties hinder the successful implementation of interactive teaching methods.
If students are too many, the teacher can’t control them
When students do activity, they make a loud noise Then the teacher can’t control the class
Classroom noise can be disruptive, particularly when uninterested students disturb their peers Managing such disruptions becomes challenging, especially during interactive activities.
Furthermore, using songs to teach English causes a lot of noise to surrounding classes Mai (2012) said:
While incorporating music into English teaching offers benefits, there are notable limitations to consider The close proximity of classrooms in Vietnam can lead to sound disruptions, affecting neighboring classes Additionally, the use of songs may create a perception of informality in the learning environment, potentially undermining the seriousness of the study Furthermore, teachers often spend significant time searching for appropriate songs that align with their lesson objectives.
Teaching young learners a foreign language is a challenging and time-consuming task that demands a wide range of skills and qualities from educators.
Ramos, Hernandez, and Guijarto (2008) emphasize the importance of foreign language teachers integrating the essential qualities and skills of both primary education and foreign language instruction.
Previous studies
The use of songs as a tool for teaching English has been extensively researched by international scholars, highlighting its historical significance in primary education This article presents a chronological overview of the most notable studies related to this topic.
In 1987, Tim Murphey's paper "English through Music: Singing TPR, Walking Labs, and Music Matter," published in ERIC, explored the effectiveness of music activities in teaching English as a second language The study examined two distinct teaching environments: one where children aged 7-17 learned English through songs and music-related activities, with younger learners engaging in action-based songs and older students working on music projects that aligned with their interests The second environment involved an adult education class focused on music appreciation taught entirely in English to non-native speakers These experiences highlighted the motivational and supportive role of music in language learning.
Murphey (1987) emphasizes the importance of using songs for teaching English to children aged 7 to 17, while Stansell (2005) highlights in his research that music and language should be studied together The study demonstrates that music enhances language learning by tapping into primal human abilities, as it associates words with strong emotional and contextual cues This creates a meaningful learning environment that fosters positive attitudes, self-perception, and cultural appreciation, allowing students to actively engage with new language stimuli and deduce linguistic rules Therefore, advancing language teaching through music is a significant goal that warrants further exploration and innovation.
In 2006, Forster published “The Values of Songs and Chants for Young Learners,” which explores effective pedagogical resources for teaching English to young learners The article concludes that while songs and chants are commonly used in daily teaching routines, it also provides insights into their significance in primary education It emphasizes how these tools can enhance the learning experience, particularly in improving prosody and pronunciation skills.
In 2009, Ara explored the effectiveness of using songs, rhymes, and games in teaching English to young learners in Bangladesh The study highlighted that traditional language teaching methods often fail to engage children, whereas fun activities foster a natural learning environment, making language acquisition more effortless Unfortunately, the current English classes in Bangladesh do not provide an optimal learning atmosphere, which is crucial given the compulsory English education at the primary level By incorporating songs, rhymes, and games, educators can better cater to the diverse learning styles of young learners and leverage their innate ability to acquire a new language.
In 2010, Arévalo conducted a study titled “The Use of Songs as a Tool to Work on Listening and Culture in EFL Classes,” which explored the impact of authentic materials, specifically songs, on listening comprehension in a second-level EFL course at a university in Tunja The findings revealed that incorporating songs into lessons significantly boosts student motivation, encouraging attendance and engagement in class Moreover, songs encapsulate cultural values, traditions, and the nuances of spoken language, making the learning experience more appealing for university students in Tunja.
Phan (2006) explored the feasibility of teaching a second language in primary schools, revealing that teachers favored structural techniques, choral repetition, and drill teaching methods The study also highlighted that elementary students engaged more with second language learning through enjoyable activities, such as games, puzzles, songs, and humorous stories, which effectively combined studying with play.
In 2009, Phan Ngoc Linh carried out an experimental study on “Using English songs in Teaching Grammar to Grade 8 students at Pham Van Dong Junior
Teachers at a high school in Hue city face challenges in selecting appropriate songs and the time required to incorporate them into grammar lessons, leading to reluctance in using music for instruction Despite these difficulties, both teachers and students recognize the positive effects of songs on learning Following an intervention, students acknowledged the effectiveness of songs in grammar instruction, highlighting a notable difference in outcomes when comparing lessons with and without music The study underscores the clear pedagogical benefits and advantages of integrating songs into grammar teaching.
In 2010, Lai Thanh Tinh, a student from the English Department at Vietnam National University, conducted a study on the use of songs in teaching pronunciation to 11th-grade students at Nguyen Gia Thieu High School The findings revealed that many teachers and students struggle with pronunciation difficulties To address this, it is recommended that educators design engaging tasks and foster a pleasant learning environment to alleviate student tension Incorporating songs into the curriculum can create an enjoyable atmosphere, reducing boredom and motivating students to improve their English pronunciation skills.
In 2012, Mai Anh Ngoc conducted a study titled "The Impact of English Songs on the English Vocabulary Retention of Grade 6 Students at Nguyen Tri Phuong Junior High School in Hue." The research focused on how English songs can enhance vocabulary retention among sixth graders and explored students' perceptions of using songs for learning and remembering vocabulary The findings revealed that most students recognized the effectiveness of English songs in improving their vocabulary retention.
While numerous studies and articles explore the use of songs in secondary and high schools across Vietnam, there is a notable lack of research focused on the application of songs in teaching English to young learners in primary schools, particularly in Hue.
Summary
The integration of English songs into language teaching significantly enhances the learning experience, fostering positive attitudes in the classroom Despite minor limitations, these songs serve as a valuable resource, creating a relaxed and engaging atmosphere for both teachers and students in the English learning environment.
Chapter two provides a comprehensive literature review on the use of songs for teaching English to young learners in primary schools, addressing both the supportive and critical perspectives on the theory The subsequent chapter will outline the research methodology employed in this study.
RESEARCH METHODOLOGY
Introduction
This chapter is intended to define the methodology of the research, including research design, participants, instruments for data collection, data collection procedure and data analysis.
Research design
Each research approach possesses unique strengths and weaknesses, prompting researchers to combine qualitative and quantitative methods According to Condelli and Wriley (1999), the most effective research design is a mixed-method approach that seamlessly integrates both qualitative and quantitative research elements.
Quantitative research methods, as defined by Brown and Roger (2002), involve investigative procedures that describe settings and activities in numerical terms This approach relies on the collection and analysis of numerical data from questionnaires In this study, the quantitative analysis of questionnaire data provides insights into teachers' perceptions of using songs in the classroom, their practical experiences with this method, and the advantages and disadvantages they encounter.
While positive bias can enhance understanding, it often fails to delve into the deeper issues at hand, lacking insight into the core information A qualitative approach, emphasizing the experiences and emotions of teacher-researchers, provides a more comprehensive perspective on problems rather than merely skimming the surface Furthermore, qualitative methods are valuable for validating and enhancing the reliability of data collected through questionnaires, as noted by Greenhalgh (2006, p.166).
Qualitative research aims to uncover deeper truths by collecting personalized data, contrasting with quantitative research that relies on numerical data from questionnaires This approach focuses on gathering and analyzing insights into participants' behaviors within educational settings Consequently, interviews with teachers were selected as a key qualitative method for this research.
In summary, the study utilized both quantitative and qualitative methods for data analysis, enhancing the precision, objectivity, and reliability of the results, as noted by Burn.
In 1990, the researcher recognized that utilizing a combination of data collection techniques would provide a multi-dimensional perspective for the study This triangulation approach is believed to yield the most accurate and relevant information, as it enhances the strengths and mitigates the weaknesses of each method Consequently, the study incorporated both questionnaires and interviews featuring closed and open-ended questions, thereby strengthening the research results and contributing to the advancement of theory and knowledge (Morse, 1991 as cited in Charoenruk, 2012).
Research sites
This research was carried out at some primary schools in Hue city; namely Vy
The researcher has selected schools including Da, Phu Cat, Vinh Ninh, Thuan Thanh, Phu Thuan, Tran Quoc Toan, and Quang Trung for investigation due to their relevance to the study's focus Familiarity with many teachers at these institutions will facilitate participant access, making these locations ideal for conducting the research.
Participants
Since this study investigated the situation of using songs in teaching English to young learners at some primary schools, teachers were involved as participants
In a study conducted in Hue city, 20 primary school teachers with 5 to 10 years of teaching experience were selected for interviews and questionnaires All participants, who teach grades 1 to 5, hold a Bachelor's degree and were deliberately chosen for their expertise Their valuable insights and extensive teaching experiences significantly contributed to the research findings.
Instruments for data collection
Brown (1995) indicates that various instruments, including tests, observations, interviews, meetings, and questionnaires, can be utilized for research purposes In practice, researchers often prefer interviews and questionnaires to effectively assess needs.
In this study, questionnaire and interview were fully employed The combination of these instruments was expected to generate valid and reliable data
Questionnaire proves themselves a helpful tool because they can help collect enormous information at the same time, as Brown (1995, p.50) pointed out:
Questionnaires are a highly efficient method for collecting large-scale information compared to other procedures In this study, a questionnaire was distributed to 20 English teachers from various primary schools in Hue city, including Phu Cat, to gather insights on their experiences and perspectives.
Vy Da, Vinh Ninh, Thuan Thanh, Phu Thuan, Tran Quoc Toan, Quang Trung primary school
The questionnaire primarily features closed-ended questions for their efficiency; however, relying solely on these fixed categories can limit respondents' ability to share their personal experiences and feelings, potentially resulting in the loss of valuable insights (Newman, 2000) To address this, the questionnaire includes a mix of both open-ended and closed-ended questions.
A Teacher’s attitude in using songs to teach English for young learners
- Benefits of using songs in enhancing language learning 2A-2I
- Characteristics of young learners are suitable with learning English through songs
- Necessity of songs in teaching English 4
B The reality of using songs to teach English for young learners 5-12
- Children‟s reactions when the teachers use songs to teach English 5
- Criteria to choose a song to teach English for young learners 6A-6E
- What kinds of resource often used to teach English for young learners through songs
- How often teachers use songs to teach English 8
- How long teachers teach one song to young leaners 9
- Challenges to teachers in using songs to teach English 11A-11E
- The obstacles from young learners in learning English through songs
C Some suggestions to improve English teaching skills through songs
- Pick the right kind of songs 13A
- Explain the content of songs before using songs to teach English 13B
- Teach vocabulary in songs by using visual materials: real objects, flashcards or pictures
- Teach the song slowly at first, and use meaningful gestures 13D
- Play the songs and give the children a try 13E
- Play the games dealing with the vocabulary in the songs 13F
Questionnaires are commonly utilized to gather diverse data from numerous participants, but they often lack accuracy due to insufficient detail To address this limitation, researchers conducted interviews to obtain more comprehensive and in-depth information.
Interviews can be conducted individually or in groups, but this research has favored individual interviews to ensure confidentiality and gather personal responses According to Brown (1995), this approach allows for insights into the genuine opinions of participants Additionally, Selinger and Shohamy (1989) emphasize that interviews as a data collection method provide in-depth information, free responses, and flexibility that other methods cannot achieve.
In the study, the researcher interviewed with 20 teachers in some primary schools in Hue city who filled in the questionnaire
Each interview lasted approximately one hour, utilizing both tape-recording and note-taking methods to accurately capture data Conducted in Vietnamese, the interviews aimed to create a comfortable environment for participants to freely express their opinions To maintain participant confidentiality, real names were omitted and replaced with identifiers such as T1 through T20.
Data collection procedure
To collect data for the study, the researcher did undergo the main stages including the preparation and actual implementation
In this phase, a detailed research design was developed, which included the careful selection of participants and the creation of well-crafted questionnaires and interview schedules Following this, a pilot study was conducted, leading to essential revisions for improved clarity and effectiveness of the questionnaires and interviews The final step involved reaching out to participants to secure their informed consent.
This stage involved two steps of activities conducted both inside and outside the classroom The initial out-of-class activities offered the researcher valuable insights into the situation prior to engaging in practical application.
Step 1: Questionnaires were issued first The researcher delivers 20 questionnaires to participants and directly monitors the process of doing questionnaires Afterward, interviews were conducted face to face with selected English teachers at some primary schools in Hue
Step 2: Like questionnaires, every interview was initiated by a session of sharing personal information, followed by the core content To avoid possible, misunderstanding and confusion, the interviews were done in Vietnamese While interviewing, the researcher tries his/ her best to take notes and tape- record the content under the interviewee‟s permission At times, unclear points were further explained, which partly enriched the quantity and quality of collected data During the interview, the researcher tried to be flexible in asking supplementary questions to obtain a deeper layer of information.
Data analysis
This research paper employs both qualitative and quantitative methodologies for data analysis, utilizing descriptive statistical frequency and percentages Descriptive statistics are commonly used in quantitative research to analyze and present data collected from interviews and questionnaires According to McMillan and Schumacher (2001, p 192), "The use of descriptive statistics is the most fundamental way to summarize data, and it is indispensable in interpreting the results of quantitative research."
The steps of analyzing and interpreting data were done as follows:
Step 1: Background: Getting the data ready, reading the data
Step 2: Enter data: Entering the data by computer, transforming data to either create new variable or change the values of existing variables
Step 3: Analyze data: Defining variables to put labels into data so that people can understand it as well as structure data then create table and charts
Step 4: Interpret and Report data: Interpreting and reporting data are to give out the meaning of collected information, determine the conclusions as well as the implication of the findings
This research utilized both quantitative and qualitative methods to analyze data collected from questionnaires and interviews The quantitative data was systematically processed and presented in tables and charts, while qualitative insights from the interviews were quoted and thoroughly analyzed.
Summary
Chapter 3 outlines the research methodology and procedures, detailing the study participants and the two data collection instruments used: questionnaires and interviews It explains the rationale behind selecting these instruments, as well as the research procedures and data analysis methods employed.
The integration of questionnaires and interviews provided the researcher with a wealth of valid and reliable data, which will be analyzed and discussed in the following chapter.
FINDINGS AND DISCUSSION
Teachers‟ attitudes in using songs to teach English for young learners
The English learning environment in Vietnam has significantly evolved, with a notable increase in the communicative needs of Vietnamese learners Consequently, teachers are now expected to create opportunities for students to engage in communicative use of the English language These changes have impacted teachers' attitudes towards incorporating songs as a teaching tool for young learners in English education.
Figure 4.1: The teachers's attitudes in using songs to teach English for children at primary schools in Hue
A significant majority of teachers in Hue city recognize the value of incorporating songs into English lessons for young learners, with 90% of respondents (N = 18) strongly agreeing on its central role in language education However, 10% of the interviewed teachers (N = 2) reported not utilizing songs in their teaching practices This indicates a prevalent preference among primary school educators for using songs as an effective tool in teaching English to children.
4.1.1 The effects of English songs on young learners
Figure 4.2: The effects of English songs on young learners
Strongly disagree Disagree Neutral Agree
A Learners have motivation to perceive the lesson effectively
B Music helps the teachers and learners share the same interest and get closer together
C Learners can improve memory in acquiring English lessons
D Learners know the variety of new vocabulary
E Learners can master the exact pronunciation
F Through songs, learners can study new grammar structures
G Learners can develop four language skills, especially listening, speaking, and writing
H Learners can understand cultural aspects of the English-speaking countries
I Using songs is only for fun and breaking down boredom
In Hue city, a significant number of primary school teachers recognize the benefits of using English songs as an effective tool for teaching young learners The incorporation of English songs can enhance various language skills, and an investigation into nine specific effects revealed diverse responses from educators, highlighting the positive impact of music on English language acquisition.
A significant 95% of respondents (N = 19) affirmed that using songs to teach English is an effective method for enhancing young learners' motivation and engagement in lessons This strong consensus indicates that students find the learning experience more enjoyable and are better able to focus on the material.
Ninety percent of teachers believe that music fosters a shared interest between educators and students, enhancing their connection It aids learners in expanding their vocabulary, mastering accurate pronunciation, and developing essential language skills, particularly in listening, speaking, and writing.
Using songs to teach English to young learners creates a warm and engaging classroom atmosphere, fostering closer connections between teachers and students, which enhances lesson quality Through song lyrics, learners are introduced to a diverse range of vocabulary, making it an effective method for acquiring new words Unlike traditional teaching methods that may lead to boredom and lack of focus, music captivates students' interest, allowing them to study vocabulary more easily while developing essential skills like listening, speaking, and writing Additionally, songs aid in mastering pronunciation, including linking and word assimilation, as learners can imitate what they hear According to Murphey (1992), songs significantly improve listening skills and pronunciation, consequently enhancing speaking abilities They also serve as valuable tools for learning vocabulary, sentence structures, and cultural reflections Ultimately, the enjoyment of music plays a crucial role in language learning, motivating students to engage more effectively in their studies.
According to a survey of teachers, 85% agreed that songs significantly enhance students' learning experiences in acquiring English Music aids memory retention, as learners enjoy listening to and imitating songs, allowing them to sing and memorize lyrics effortlessly Additionally, songs provide insights into the cultural aspects of English-speaking countries, as highlighted by Betty (1999), who notes that incorporating songs into the classroom brings their cultural context along Furthermore, songs serve as a medium for exploring and comparing different cultures, with Kramer (2001) emphasizing their representation of historical and cultural diversity.
Research shows that 60% of respondents believe that songs can aid learners in studying new grammar structures However, teachers suggest that traditional teaching methods may lead to a better mastery of grammar compared to using songs.
In contrast to the previous choices, only 15% of teachers believe that using songs in the classroom is solely for entertainment and alleviating boredom, while 85% disagree or remain neutral on this notion They argue that English songs serve a dual purpose, enhancing both the learning and teaching processes Recognizing that children have unique learning styles, it is essential to align educational methods with their natural inclination for play and enjoyment Music, particularly songs, emerges as an effective and engaging activity that resonates with children's preferences, making it a valuable tool in education.
The findings clearly highlight the significance of using songs in teaching English to young learners Incorporating songs into lessons greatly enhances the effectiveness of classes, making it essential for teachers to recognize the value of integrating music into the English learning process for elementary students.
4.1.2 Characteristics of young learners suitable for using songs to teach English
During the interviews, many of characteristics of young children have been elicited and received different opinions and illustrated by the figure 4.3:
Figure 4.3: Characteristics of young learners suitable for using songs to teach English
StronglyDisagreeDisagreeNeutralAgreeStrongly Agree
A Children have short attention span and getting easily bored in the learning process Songs are used to capture children’s attention and break down boredom
B Children are active and curious They want to discover the world through songs and storytelling
C Children like to learn through playing Listening to songs and singing along in each lesson make them enjoy their studying
D Children want to listen to music and try to imitate to sing along
E Children’s understanding is through hands, eyes, and ears Teachers use gestures to explain the lyric, then children observe and imitate their action
F Children want to be praised After listening to song, they can sing it again well Praise from their teacher will encourage and arouse interest of children’s learning English a lot
The majority of teachers (95-100%) agree that songs are effective for teaching English to young learners due to their unique characteristics Children have short attention spans and can quickly become bored, yet they are active, curious, and eager to explore the world through music and storytelling They prefer learning through play, enjoy listening to music, and often imitate songs Additionally, young learners engage with their environment using their hands, eyes, and ears, and they thrive on positive reinforcement Pinter (2006) emphasizes that successful foreign language instruction must align with the needs and traits of young learners, tailoring teaching objectives and methods to their cognitive levels and interests Key characteristics of young learners include enthusiasm, curiosity, creativity, a desire for hands-on experiences, and a search for meaningful messages.
Young learners possess distinct advantages over older individuals when it comes to language acquisition They are particularly attuned to the sounds and rhythms of new languages, often delighting in imitating unfamiliar sounds and intonation patterns Additionally, children tend to experience less anxiety and inhibition, which can facilitate a more effective and enjoyable learning process.
Young learners have specific needs and characteristics that significantly influence language instruction Educators should offer diverse opportunities for students to hear and use the language, incorporating play as a vital component of the teaching process Tasks must be meaningful, enabling children to connect new experiences with their existing knowledge Additionally, valuable suggestions have emerged for utilizing songs in teaching English to young learners in primary schools.
In brief, the results of data generally show that using English songs is very useful in English teaching for young learners
4.1.3 The necessity of English songs
Figure 4.4: The necessity of English songs
The data presented in Figure 4.4 indicates that a majority of teachers recognize the significance of incorporating English songs into the teaching and learning process This highlights the essential role that English songs play for both educators and students in enhancing language acquisition and engagement.
A survey revealed that 65% of teachers (N = 13) believe English songs are essential for children's language learning, while only 35% deemed them necessary Notably, none of the respondents disagreed on the importance of incorporating songs into English teaching Lynch (2005, p.1) supports this view, emphasizing that songs offer authentic language, are easily accessible, and enhance vocabulary, grammar, and cultural understanding, making learning enjoyable Furthermore, they facilitate valuable speaking, listening, and language practice both in and out of the classroom.
The reality of using songs to teach English for young learners at some
4.2.1 Children’s reactions to English songs
Figure 4.5: Children’s reactions to English songs
Children are very interested and take part in actively
Children have no special reactions.
They look bored and not concentrate on the activities
A significant 90% of teachers believe that English songs engage children and encourage active participation in learning, while only 10% of teachers observed no special reactions from the children Notably, none of the teachers reported that the children appeared bored or lacked concentration during these activities.
English songs foster a positive attitude in children's language learning by enhancing social harmony and motivation, as highlighted by Mark Huy Le (1999) Music serves as a powerful tool in the educational process, making learning more engaging and effective.
Enhancing social harmony is crucial for effective teaching and learning, as it fosters a sense of togetherness among learners In the classroom, activities such as singing birthday songs and playing games promote camaraderie and strengthen relationships among children, contributing to a positive learning environment.
- Motivation force: music is used to soothe the mind, to relax the mind and body Music enables learners to be free from pressure and stress
- Tool for learning: music is deliberately used to teach language, society and culture Songs encode cultural meanings, inspiration, and worldviews In other words, songs tell thousand human stories
A The aims of each lesson
B The rhythm and lyrics relevant to particular lessons
Figure 4.6: Criteria for appropriate songs
StronglyDisagreeDisagreeNeutralAgreeStrongly Agree
C The level of children: simple, easy to listen and understand Songs should have repetitive lyrics or a chorus which is easy to learn
E The new vocabulary, grammar structures, and interesting content of songs
Teachers prioritize selecting songs that align with the specific aims of their lessons, with 100% agreeing on the importance of relevance Additionally, they consider the students' English proficiency levels to ensure that the songs are neither too challenging nor too simplistic, allowing both weaker and stronger students to engage effectively.
Furthermore, an appropriate song helps teachers adjust time suitably How much time the teachers use for warming up, how much time for before, while and post teaching
Selecting the right song is crucial for teachers' success, as it significantly impacts students' enjoyment and engagement in English classes Educators should consider various criteria to ensure that the chosen music makes students feel happy, intrigued, and enthusiastic during their learning experience.
4.2.3 Resources of songs used to teach English
Figure 4.7: Resources of songs used to teach
Outside textbook and other tapes
The primary school textbooks for young learners in Hue City include "Let's Go 1-2" by Oxford and "Tieng Anh 3-4" by NXBGD However, these resources do not always provide suitable songs for every lesson As a result, teachers must invest additional time in selecting appropriate songs for their students, which can be a challenging task Not all chosen songs prove to be effective or successful in enhancing the learning experience.
A recent analysis reveals that 75% of primary school teachers incorporate English songs from textbooks into their lessons, making it a convenient teaching tool that saves time and enhances lesson quality In contrast, 25% of teachers supplement their teaching with songs from outside the textbook and various audio resources to enrich students' knowledge The popularity of songs among children facilitates their use in English language teaching, as most lessons in children's textbooks include engaging English songs.
To enhance student engagement and create effective lessons, teachers must invest time in selecting suitable songs for their instruction This careful choice of music serves as a crucial foundation for fostering productive learning experiences for both educators and students.
4.2.4 Frequency of using songs in teaching English
Teaching English to young learners through songs is an effective method for enhancing their language skills Despite this, teachers typically allocate time for this approach only once a week (65%) or once a month (35%) The findings indicate that most teachers acknowledge the benefits of using English songs and strive to incorporate them into their lessons whenever possible.
Figure 4.8: Frequency of using songs in teaching
4.2.5 The time for teaching one song
Figure 4.9: The time for teaching one song
Determining the appropriate time to teach a song in primary school English classes can be challenging, as it requires a balance between not allocating too little or too much time for students to achieve fluency In Hue City, the English syllabus allows for only four periods per week, with each lesson typically lasting around four periods and including one song in the "Let's Sing" section.
According to figure 4.9, 60% of the interviewed teachers believe that dedicating one week to a single song is sufficient for them to prepare the lesson and for students to fully grasp the grammar and vocabulary involved This timeframe is deemed appropriate for both educators and learners.
A small percentage of respondents indicated a need for additional lesson time, with 20% of teachers suggesting two weeks to teach a song and 15% requesting three weeks Only 5% of teachers felt that a month was sufficient for teaching a single song This time allocation is considered acceptable as it allows students to engage in meaningful communication in real-life situations.
In conclusion, the duration and pacing of a song are crucial for effective learning; if a song is too lengthy, learners may become fatigued and disinterested, while a song that is too fast may not allow enough time for absorption and practice Therefore, careful planning of the song's timing and tempo is essential to ensure its effectiveness in the learning process.
4.2.6 The challenges of teachers in using songs to teach English at primary schools
Teachers in English language teaching programs face various constraints and challenges, which are particularly evident in Vietnamese EFL contexts Common difficulties include students' limited background knowledge, teachers' insufficient academic skills and motivation, inadequate teaching methodologies, and a lack of teaching resources Additionally, specific challenges arise when using songs as a teaching tool for young children These obstacles are detailed in Figure 4.10.
A You don’t have enough experience to use songs
B It is difficult to find an appropriate song for every lesson topic and level of students
C It is lack of time to teach English by using songs
D It is difficult to use songs in a crowded class
E Using songs to teach English causes a lot of noise and discipline problems to surrounding classes
Figure 4.10: The challenges of teachers in using songs to teach English at primary schools
StronglyDisagreeDisagreeNeutralAgreeStrongly Agree
Figure 4.10 demonstrates that when using songs to teach English for young learners, the teachers have faced certain challenges
All teachers surveyed unanimously agreed that time constraints hinder their ability to effectively teach English through songs With each lesson lasting only 35 minutes, it becomes challenging to integrate song activities while covering all necessary content Although incorporating songs can enhance children's engagement and make learning enjoyable, the primary challenge remains managing the limited time to maximize educational effectiveness.
Suggestions to enhance English teaching skills for young learners through songs
Figure 4.12: Suggestions to enhance English teaching skills for young learners through songs
Strongly disagree Disagree Neutral Agree
A Pick the right kind of songs
B Explain the content of songs before using songs to teach English
C Teach vocabulary in songs by using visual materials: real objects, flashcards or pictures
D Teach the song slowly at first, and use meaningful gestures
E Play the songs and give the children a try If students can sing again perfectly at first, give them a try in the second time, and third, etc
F Play the games; deal with the vocabulary in the songs
According to 95% of the teachers interviewed (N = 19), selecting appropriate songs is crucial for enhancing English teaching skills for young learners Each type of song resonates differently with students, catering to their preferences and abilities This tailored approach not only captures students' interest but also facilitates effective understanding of the lessons.
Research indicates that 90% of teachers believe it is essential to explain song content before using it in English lessons and to introduce the song slowly with meaningful gestures Effective listening skills are crucial for students to grasp song lyrics, as mastering all the words can be challenging By providing explanations and pacing the lesson appropriately, teachers can enhance students' understanding and engagement Additionally, incorporating meaningful gestures is an effective teaching strategy that helps maintain student focus, while avoiding meaningless gestures is important to prevent embarrassment and confusion among young learners.
A significant 85% of teachers believe in the importance of allowing children to attempt singing songs multiple times, fostering a comfortable and engaging classroom atmosphere By encouraging students to try again, even if they don't get it perfect on the first attempt, lessons become more enjoyable and effective, allowing for both learning and relaxation.
Eighty percent of respondents believe that teachers should incorporate songs and visual materials, such as real objects, flashcards, or pictures, into vocabulary instruction This approach enhances student engagement and excitement during lessons, making learning more effective and enjoyable.
Seventy percent of teachers believe that incorporating games into lessons is beneficial, particularly for reviewing vocabulary and grammar found in songs Engaging students with games during the post-teaching phase can enhance their understanding and retention of the material.
Furthermore, Matt Richelson (2010) was passionate about creating a
For over 25 years, she has created a "magical" learning environment for young learners in Japan and America by incorporating music, movement, and multiple intelligences strategies In her recent article, “Teaching Young Learners with Songs,” she highlights the transformative power of music in the EFL classroom, emphasizing its daily use to enhance the learning experience for young students.
Chapter summary
This chapter analyzes the results of a survey on teachers' perceptions and practices in using songs to teach English to young learners in primary schools in Hue city The findings reveal that teachers recognize the importance and benefits of incorporating songs into English instruction The study examines various factors, including young learners' reactions to learning through songs, criteria for selecting appropriate songs, resources utilized by teachers, and the frequency of song usage in classes Teachers primarily focus on enhancing vocabulary, grammar, and the four language skills—listening, speaking, writing, and pronunciation—through song-based teaching Additionally, the survey identifies challenges faced by both teachers and students in this approach, leading to recommendations for improving teaching effectiveness with songs.