INTRODUCTION
Background for the study
English has become an essential international language, particularly in Vietnam since the implementation of the "open door" policy, where it is widely used for job applications and communication with foreigners Despite its popularity, mastering English remains challenging, leading to its inclusion as a core subject in high schools and graduate examinations Unfortunately, many students struggle to communicate effectively in English after graduation This issue is closely linked to the level of motivation students possess; greater motivation fosters increased effort and ultimately leads to success in language acquisition Therefore, it is crucial for language teachers to implement effective motivational strategies, especially in enhancing listening skills.
Listening is often viewed as a challenging and tedious skill by many second language learners, yet it is crucial for understanding the main ideas, specific information, and emotional nuances in conversations Developing effective listening skills requires significant time and effort, alongside patience and strong motivation from both students and teachers To enhance student engagement in listening activities, educators strive to create an interesting and motivating learning environment, recognizing the complexities involved in teaching this essential language skill.
Music is an inherent part of human life, beginning even before birth, and it plays a crucial role in our daily experiences (Lynch, 2004) In the past two decades, the integration of music and songs into English as a Foreign Language (EFL) teaching methodologies has gained significant attention Recent literature highlights various methodological benefits of incorporating music in the EFL classroom, including enhancing students' understanding of rhythm, stress, and intonation patterns (Graham, 1978) as well as teaching grammar (Saricoban & Metin, 2000).
Effective English teaching methods are essential for meeting learners' urgent needs, as highlighted by Esen Metin (2000) and Natalia F Orlova (2003) One successful technique is incorporating English songs into lessons, which significantly enhances listening skills and resonates well with teenagers and young adult learners.
Music is an integral part of our lives, influencing our emotions and experiences It is universally loved and present in every moment, whether we are happy, sad, working, exercising, playing, or even during worship and end-of-life moments As Lynch (2005) emphasizes, music has the power to enhance or change our moods, making it a constant companion in our daily activities.
Listening English through songs in Vietnamese context are demand of mostly English learners in Vietnam Now, there are many English programs and songs on
Numerous studies highlight the effectiveness of using songs in English language teaching, as music creates a relaxed learning environment Vietnamese students particularly thrive in this setting, feeling comfortable singing both individually and in groups Incorporating songs into English classes, especially during listening activities, fosters enjoyment and boosts self-confidence in their listening skills.
There have been several studies on using English songs in teaching in Vietnam for example Nguyen Hung (2007) with “Hoc tieng Anh qua bai hat”, Phan
(2011) had a study on “using English songs in teaching grammar to grade 8 students at Pham Van Dong lower Secondary school in Hue city”, Le Thi Huynh Trang
(1993) with “Using songs in teaching English in Vietnam.”, and so on
While previous studies have primarily examined the use of songs for teaching English grammar to various learner groups, there is a notable gap in research regarding the application of English songs to enhance listening skills, particularly in college settings such as medical schools Many beginners, including my students, often find listening tasks tedious and challenging Therefore, this research aims to engage students in listening activities, ultimately improving their listening comprehension Utilizing the integrated textbook New Headway (Elementary), students will listen to texts or dialogues after each grammatical lesson By incorporating songs into the listening syllabus, teachers can effectively develop students' listening skills while reinforcing grammar and vocabulary.
Rationale for the study
In 2008, the Ministry of Education and Training approved a project aimed at enhancing foreign language training and learning within the national education system from 2008 to 2020 The initiative focuses on reforming foreign language education across all levels, with the goal of significantly improving students' language skills by 2015 By the end of their studies, college and university students are expected to achieve a B1 level (CEFR) in English, enabling them to communicate confidently and fluently in professional settings.
At the Medical College of Tien Giang, English is taught primarily for general and specific purposes in medicine, rather than as a core subject, leading to challenges in teaching listening skills due to varying student levels and ages This diversity often results in students feeling nervous and tense during listening exercises, which hinders their comprehension and effectiveness as listeners Additionally, traditional listening lessons, typically involving passive activities such as answering questions after playing recordings, fail to engage students Although the Communicative Language Teaching (CLT) approach has been introduced to promote student participation, listening lessons remain uninspiring Incorporating English songs into the curriculum presents a valuable opportunity to enhance listening skills, as many students enjoy music and can often recall song lyrics, allowing for an enjoyable and effective way to learn English.
As an English teacher, my primary focus is on helping students comprehend spoken English during listening lessons To enhance their listening skills, I explored the use of English songs as a supportive tool in teaching Incorporating music not only aids in improving listening abilities but also helps relax students and alleviate stress This research aims to demonstrate the effectiveness of English songs in enhancing the listening skills of EFL learners at the elementary level in the Medical College of Tien Giang.
This study explores the integration of English songs in the Medical College of Tien Giang's classroom to enhance students' listening skills It also offers effective methods for utilizing English songs as a teaching tool to improve learners' auditory comprehension.
This study particularly aims to answer the following questions:
1 What are the learners’ perceptions of the role of English songs in learning English listening?
2 How are songs used to support learning English listening skills at Medical College of Tien Giang?
3 What are suggested solutions to improve learning listening skills through English songs?
I plan to enhance the listening skills of EFL students at the Medical College of Tien Giang by utilizing English songs as a primary teaching tool, intentionally excluding other activities like stories, games, or poems.
This study consists of 5 main chapters: Introduction, Literature review & Theoretical Background, Research methodology, Findings - Discussions and Conclusions
The introductory chapter of this study outlines the background and rationale, detailing the research purposes, scopes, and questions, while also providing an overview of the research organization.
The second chapter focuses chiefly on literature review and theoretical background
The third chapter will present the research methods, the participants, the materials, the research instruments, the procedure of the study and data collection method
The final chapter consists of the conclusion, limitations and recommendations for further research This chapter describes a brief conclusion and gives some suggestions based on the findings of the research.
Research questions
This study particularly aims to answer the following questions:
1 What are the learners’ perceptions of the role of English songs in learning English listening?
2 How are songs used to support learning English listening skills at Medical College of Tien Giang?
3 What are suggested solutions to improve learning listening skills through English songs?
Research scope
I plan to enhance listening skills among EFL students at the Medical College of Tien Giang by utilizing English songs as a primary teaching tool, deliberately excluding other activities like stories, games, or poems.
Organization of the study
This study consists of 5 main chapters: Introduction, Literature review & Theoretical Background, Research methodology, Findings - Discussions and Conclusions
The introductory chapter of the study outlines the background and rationale, detailing the research purposes, scopes, and questions while also providing an overview of the research organization.
The second chapter focuses chiefly on literature review and theoretical background
The third chapter will present the research methods, the participants, the materials, the research instruments, the procedure of the study and data collection method
The final chapter consists of the conclusion, limitations and recommendations for further research This chapter describes a brief conclusion and gives some suggestions based on the findings of the research.
LITERATURE REVIEW
Listening skills
II.1.1 Definition of the listening skills
Listening is a crucial language skill that plays a vital role in developing second language competence Daily, we engage with various audio sources, including family conversations, colleagues, news broadcasts, short stories, and music CDs.
Listening is an essential mental skill that plays a crucial role in how we comprehend and engage with our surroundings (Rost, 1994) It is described as a complex process that facilitates our understanding of spoken language, highlighting its importance in effective communication (Rost, 1994).
Listening is an active receptive skill, akin to reading, where listeners engage in a complex mental process that involves understanding the speaker's accent, grammar, vocabulary, and overall meaning (Aderson and Lynch, 1988; Howatt and Dalcin, 1974).
Alice Duer Miller emphasized that listening goes beyond the absence of speaking; it involves a deep, active engagement with what is being communicated Rather than being a passive recipient, one should approach listening like an auditorium that amplifies every sound, making the experience richer and more meaningful.
Listening is widely recognized as the ability to identify and comprehend both verbal and non-verbal cues, allowing individuals to gain knowledge from others effectively.
II.1.2 Types of the listening skills
Harmer (2007) divides listening into two types They are intensive and extensive listening
-The term “extensive listening” refers to listening which the students often do away from the classroom, for pleasure or some other reasons
Intensive listening focuses on developing specific listening skills and understanding the nuances of spoken English, distinguishing it from extensive listening, which emphasizes broader comprehension.
Rost (1994) categorizes listening into two types: interactional listening, which requires a response from the listener, and non-interactional listening, which does not He also highlights the connection between the act of listening and the content being heard by listeners.
Listening skills in foreign language teaching
II.2.1 The importance of listening skills
Listening is a crucial skill in any language, representing the most prevalent form of communication in our daily lives According to Morley (1991), individuals typically listen twice as much as they speak, four times more than they read, and five times more than they write.
Listening is a crucial aspect of verbal communication, with adults spending nearly half of their communication time engaged in this activity Additionally, students often acquire up to 90% of their information through listening to instructors and peers Despite its significance, reading and grammar skills have historically been undervalued.
As a result, language learners did not recognize its importance in developing language skills
Rost (1994) emphasizes the importance of listening for several reasons below:
-Listening is vital in the language classroom because it provides input for the learners
Spoken language serves as a crucial tool for learner interaction, making access to native speakers essential for achieving comprehension Additionally, the challenges learners face in understanding spoken language act as a catalyst for further interaction and learning, rather than hindering their progress.
-Authentic spoken language presents a challenge for the learner to attempt to understand language as it is actually used by native speakers
-Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, interaction patterns) in the language
Many language learners prioritize speaking as the key skill to develop, yet they often overlook the crucial role of listening Effective communication typically requires listening first to respond appropriately Even when speaking involves asking questions, it inherently anticipates a reply, which again necessitates attentive listening.
Listening is a fundamental skill that underpins the development of other language abilities, as noted by Rost (1994) While listening in one's native language often comes naturally, mastering listening in a foreign language demands significant effort, according to Marry Underwood (1989) Successful listening involves not only understanding individual words but also grasping the intended meaning behind them in specific contexts.
Besides listening, the role of listener is also focused White (1998) affirms, “ Listeners play a very important and active role in keeping conversation going,
To sum up, listening skill has taken a very important part in learning English
It is the most communicative and practiced skill that needs to be developed as much as possible
II.2.2 The difficulties in learning English listening skills
Many learners experience anxiety during listening classes due to various factors A limited vocabulary and insufficient knowledge of the subject matter can lead to confusion while listening Additionally, differences in voice, sound, and intonation between teachers and native speakers contribute to their nervousness Furthermore, unclear instructions from the teacher can exacerbate these challenges.
According to Scrivener Jim (p 170) the main EFL learners’ problems are:
1 Native speakers speak too fast to follow;
2 They can’t tell where words start and stop;
3 Speakers pronounce words they just don’t recognize;
4 They can’t work out details of what is being said;
5 They can’t get even a general sense of the message;
6 They don’t know what attitudes people are expressing;
7 They can’t pick out those parts that are most important for them to understand
Listening is one of the four essential English language skills—alongside speaking, reading, and writing—and it is often regarded as the most challenging for students to master Underwood (1989) identifies seven key issues that learners may face when developing their listening skills.
1 lack of control over the speed at which speakers speak
2 not being able to get things repeated
4 failure to recognize the signals
Students often face difficulties in listening due to established learning habits that prioritize understanding every word spoken by teachers, who typically articulate slowly and clearly This tendency can lead to panic and anxiety when students struggle to comprehend, causing them to disengage from the listening process Additionally, student motivation significantly impacts their ability to learn listening skills To address these challenges, teachers must design engaging activities and relevant content that alleviate students' worries and enhance their listening practice.
Stages of teaching listening skills
Effective teaching methods for English listening are crucial in motivating students to engage with the language A well-structured listening procedure allows learners adequate time to prepare for the content they will encounter, enhancing their overall learning experience.
Kenneth Bear (2010, p.17) stated the effectiveness of one great method:
To enhance listening skills, students should engage with English audio content, such as films or radio stations, for short durations of five to ten minutes, four to five times a week This approach allows for consistent practice without overwhelming them Even if comprehension is initially low, this minor time investment is crucial for long-term improvement Students must exercise patience, as significant progress in listening comprehension will develop over two to three months with regular practice.
According to Elttp (1999, p.85) a communicative based listening lesson
To effectively prepare students for a listening activity, it's essential to establish the purpose of the task and activate their prior knowledge Engaging learners in discussions about what they already know regarding the content will enhance their listening experience and comprehension.
Pre-listening techniques are essential for enhancing comprehension and focus, enabling learners to engage effectively with the text These techniques include predicting true or false statements, making open predictions, ordering information, and answering pre-questions Completing these pre-listening tasks after the initial listening session aids in developing fluency and grasping the main ideas presented.
Engaging listeners during the while-listening stage is crucial for effective comprehension This phase involves activities such as gap-filling, item selection, and identifying deliberate mistakes, which encourage active participation Typically, these tasks are completed after the second or third listening session, focusing on enhancing accuracy in listening skills.
* Post- listening: an extension activity, usually integrated skills with tasks of information transfer personalization; writing it up; discussion; role play; and further practice.”
Songs
Songs play a vital role in human life, being accessible during various activities such as traveling, sleeping, working, and studying A song is essentially a brief musical composition for the human voice, often accompanied by instruments, featuring lyrics that are usually poetic or rhyming, but can also include religious verses or free prose.
Songs uniquely combine the emotional impact of music with the thought-provoking nature of lyrics, creating an immersive experience that resonates with listeners As defined by Hornby (1990), a song is a musical composition featuring words that are sung Additionally, songs serve as an effective tool for language learning, encapsulating culture, vocabulary, and grammar within catchy rhymes, making lessons more enjoyable and relaxed.
II.4.2 The importance and the role of songs in the foreign language teaching
While we cannot select our physical classroom, we can significantly influence its appearance and the emotional environment of our lessons, both of which play a crucial role in enhancing student motivation from the start and throughout their learning journey.
Teachers can transform dull classrooms into engaging learning environments by incorporating various visual materials and using English songs This approach not only enhances the atmosphere but also facilitates easier learning, making songs an effective strategy for modern classrooms.
Music enriches the universe by providing emotional depth, enhancing creativity, and offering comfort during difficult times Research indicates that music boosts concentration and memory, fosters a sense of community, motivates learning, and alleviates stress Additionally, it makes the learning process enjoyable and aids in material retention.
Music plays a significant role in language learning, as highlighted by Medina (1993), who notes that incorporating songs into the classroom is a widely accepted practice for enhancing second language acquisition The use of music not only supports language learning but also stimulates and motivates students to engage with a new language effectively.
Songs are a powerful medium for expressing emotions, bringing joy, and alleviating pain Additionally, teaching English listening skills through songs offers remarkable benefits, enhancing language acquisition and engagement (Lynch, 2004, p.87).
Songs are an effective tool for enhancing vocabulary, grammar, and syntax in language learning By listening to entire sentences in songs, children subconsciously absorb grammatical structures and syntax This method provides an enjoyable way for students to learn and retain words and phrases effortlessly.
Songs are engaging and memorable tools for EFL students, providing enjoyment and repetition over several months Unlike traditional listening comprehension exercises, songs can be revisited without losing their appeal, as long as they are not overplayed in a single lesson.
-Songs support listening skills Naturally listening to any English songs help listening skills as long as the language is within the grasp of the learner
Students enhance their speaking fluency by engaging with the natural rhythms of language through songs performed by native speakers Listening to these songs allows EFL learners to absorb the authentic stresses and intonations of English, which significantly improves their pronunciation and overall speaking skills.
Songs can boost confidence and serve as an effective tool for English as a Foreign Language (EFL) learners Utilizing music in the classroom allows students to enhance their listening skills and practice English collaboratively, enabling them to participate without feeling isolated.
-We can know how songs can stick in our heads and this is exactly what we want for our English language learners and Songs are good memory aids
In summary, songs allow students to listen English in context, to listen repeatedly, to enjoy learning, to be motivated and to remember language more easily and for longer.
Effects of using songs in the English listening classroom
According to Schoepp (2001), songs play a crucial role in language learning and can significantly enhance language lessons Numerous studies (Coromin, 1993; Lems, 1996 & 2001; Davanellos, 1999; Saricoban & Metin, 2000; Shoepp, 2001; Orlova, 2003) highlight the advantages of incorporating songs in ESL/EFL classrooms These benefits can be categorized into various aspects, including affective, cognitive, and linguistic values, along with other unique advantages.
Incorporating English songs into the EFL classroom enhances effective learning by creating a harmonious atmosphere that alleviates student anxiety, boosts interest, and motivates language acquisition Students perceive English songs as entertainment rather than a chore, making the process of learning enjoyable and relaxing (Shen, 2009).
The Affective Filter Hypothesis, proposed by Steven Krashen in 1982, emphasizes the importance of maintaining a weak affective filter for effective language learning, which is characterized by a positive attitude To foster such an environment, educators should create a supportive atmosphere, and one effective method is the use of music Research indicates that music can serve as a relaxation tool, enhancing language acquisition by promoting a relaxed classroom setting (Eken, 1996) Songs encourage both extensive and intensive listening, stimulate creativity, and alleviate stress, allowing students to engage more fully in the learning process Furthermore, integrating songs into English lessons breaks the monotony of traditional classroom routines and creates a non-threatening environment conducive to practicing the four language skills The positive impact of music on language learning is widely recognized by various authors, highlighting its role in reducing anxiety and enhancing enjoyment in the learning experience.
Incorporating songs into English language classrooms enhances positive affective factors like motivation and confidence, effectively leveraging the Affective Filter Hypothesis This approach significantly boosts the effectiveness of English language learning.
Songs are an effective tool for enhancing listening skills in learners, as they offer a repetitive and engaging way to practice language in a communicative context Traditionally, automation in language learning was thought to stem from repetitive exercises in isolation, but modern teaching methods emphasize the importance of creating environments where students can use language meaningfully For instance, songs like "Sailing" by Rod Stewart allow students to focus on specific grammatical structures, such as the present continuous tense By encouraging students to generate their own lyrics based on the song's melody, they can create relatable sentences like "I’m writing, I’m writing, in my notebook with my friends." This approach not only reinforces language patterns but also provides ample opportunities for oral and writing practice through the inherent repetition found in songs.
Using songs in the classroom offers numerous advantages, as highlighted by Saricoban and Metin (2000) They provide a refreshing break from routine activities and serve as valuable resources for enhancing listening, speaking, reading, and writing skills Songs can effectively teach various language components, including sentence patterns and vocabulary, while also reflecting cultural themes Their authentic texts motivate students, who are naturally drawn to the narratives within the songs Furthermore, as noted by Shoepp (2001), incorporating songs prepares students for the real-world language they will encounter.
Using songs in the adult ESL classroom serves multiple purposes, such as fostering a conducive learning environment and enhancing essential skills like listening, reading, speaking, and writing while also expanding vocabulary and cultural knowledge (Lems, 2001) According to Saricoban & Metin (2000), songs can effectively introduce or review grammar concepts Tim Murphey (1992) emphasizes that songs should be utilized as valuable texts, providing a rich source for practicing grammar, syntax, vocabulary, pronunciation, and various language skills Clearly, integrating music into language learning and teaching proves to be highly beneficial.
A song is a musical composition with lyrics that can enhance language learning by providing authentic listening material, as noted by Ross (2006) Songs are ubiquitous in our daily lives—at home, school, and in cars—allowing learners to engage with language in a relaxed environment To effectively develop listening comprehension skills, it is essential to keep students motivated Additionally, songs serve as valuable resources for practicing various language aspects, including pronunciation, grammar, and vocabulary, and can be integrated into all language skills: listening, speaking, reading, and writing.
For the past two decades, the use of English songs in foreign language classes has gained significant support due to their linguistic benefits According to Orlova (2003), songs serve multiple methodological purposes, including practicing rhythm, stress, and intonation patterns of English, teaching vocabulary and grammar, and enhancing listening, writing, and speaking skills Notably, song lyrics are utilized as a stimulus for class discussions, making them a valuable tool in language education.
Criteria for choosing songs to teach listening
The content of the song chosen to be used in the classroom is also important According to Larry M Lynch (2004), there are three Principal Song Selection Criteria:
1 Use songs that are popular with the students whenever possible Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable
2 Songs must have clear and understandable lyrics Nothing is worse than a song almost nobody can understand If you have trouble understanding the lyrics by listening, then another song needs to be selected
3 Songs should have appropriate themes There’s enough bad news, negativity and violence in the world already Songs with any type of negative theme should be avoided There are plenty of positive, upbeat, even humorous songs available Use these
Some songs may contain embarrassing elements for students Sarıỗoban
Songs can be categorized into two main types based on the learners' language proficiency: those suitable for adults and those for children For adult learners at intermediate or advanced levels, it is essential to select meaningful and popular songs that incorporate cultural elements and grammatical patterns In contrast, children benefit from familiar or internationally recognized songs According to Griffe (1992), beginner students should engage with short and slow songs, complemented by activities like crosswords or drawing exercises For higher-level students, longer and faster songs that tell a story are recommended It is crucial that the chosen songs feature clear sound and comprehensible lyrics, avoiding excessive instrumental volume Additionally, songs should contain grammatical structures relevant to the language subject being studied, and the singer's diction must be clear to facilitate understanding Finally, selecting songs from popular music genres ensures greater engagement among learners.
To effectively use English songs for language teaching, teachers must carefully select appropriate songs, avoiding those with slang, poor grammar, and unnatural stress Pop songs are a popular choice as they provide an enjoyable alternative to traditional listening comprehension exercises When choosing songs, teachers should consider students' proficiency levels, interests, and relevant grammar points The creativity of the teacher plays a crucial role in song selection (Saricoban & Metin, 2000) Pop songs often feature clear, emotionally resonant lyrics that reinforce vocabulary already learned (Lems, 2001) Tim Murphey's analysis reveals that pop song lyrics are beneficial for second language learners due to their use of short words, personal pronouns, slower tempos, and repetitive structures, facilitating understanding (Murphey, 1992) With a plethora of song genres available today, including pop, rock, folk, and classical, teachers can uncover many valuable options (Coromin, 1993) The themes of the songs are also significant; popular topics include friendship, love, and the meaning of life, with love being the most prevalent, resonating well with students aged 18-25.
According to Saricoban & Metin (2000), the most effective songs for primary students are those that are either familiar to them or feature an international language, such as "Old MacDonald." Songs like "Bingo" can aid in teaching letter sounds and spelling, while "Johnny Works with One Hammer" is beneficial for counting exercises To enhance the enjoyment and meaning of English songs, incorporating motions that align with the lyrics can be effective Additionally, children often find fun and nonsensical lyrics appealing, making easy pop songs a valuable teaching tool.
Selecting upbeat action songs for dancing or performing while singing creates an energetic environment For teenagers and adults at an intermediate level, opting for meaningful or popular songs is advisable, as they not only reinforce grammar concepts but also highlight cultural elements.
According to Saricoban & Metin (2000), incorporating songs, verses, and games can enhance grammar teaching For present tense, the song "Let it Be" by The Beatles serves as an effective example, while "Yesterday" by The Beatles illustrates the past tense The present continuous can be taught using "Sailing" by Rod Stewart, and for the present perfect tense, "Nothing Compares 2 U" by Sinead O'Connor is recommended.
While using songs in teaching has its benefits, it also comes with limitations Effective implementation requires various teaching media, including tape recorders and cassettes, along with songs that are relevant to the lesson Additionally, the process can be time-consuming as teachers must not only instruct on phrasal elements but also engage students in singing Classroom management becomes crucial, as poor control can lead to noise and distractions Recognizing these challenges is essential for better preparing lessons aimed at enhancing listening skills through songs.
Stages of using songs to teach listening
Utilizing songs in the classroom is an effective method for enhancing listening skills, as it allows teachers to tailor lessons based on learners' age, interests, and proficiency levels Additionally, the choice of songs can align with specific grammar points to be studied Ultimately, the success of this approach largely hinges on the creativity of the teacher in integrating music into the learning process.
To effectively teach a song as a listening lesson, it is essential to integrate all three stages of the lesson: pre-listening, while-listening, and post-listening According to Murphey (1992), "anything you can do with a text you can do with a song," highlighting the importance of a structured approach Teachers should thoughtfully plan activities for each stage to enhance student engagement and comprehension Recommendations for activities at each stage can significantly contribute to successful teaching outcomes.
II.7.1 Procedure of using English songs
In this preparatory stage, teachers focus on getting students ready for a listening activity by addressing grammatical, educational, and psychological aspects, as highlighted by Davenellos (1999) Prior to playing a song, it's essential to introduce the topic, key vocabulary, and grammatical structures To activate students' prior knowledge, teachers can encourage them to guess the song's theme, brainstorm ideas, discuss cultural context, or identify keywords and concepts related to the song.
Pre-listening activities help students understand the purpose of listening to a song and encourage them to focus on its meaning Additionally, teachers can enhance comprehension by intentionally omitting parts of the lyrics, allowing students to predict or infer the meaning of words based on context (Vandergrift, 1999).
To enhance pre-listening engagement, Sarıỗoban (2000) suggests discussing the song's theme, title, or narrative, providing students with insights into the linguistic elements to be explored, and utilizing images to introduce the song's theme effectively.
Engaging students in activities like predicting a song's theme from its title, arranging lyrics in syntactical order, and creating posters about the song and artist can enhance their understanding and awareness Additionally, assessing students' background knowledge and playing the song's video clip silently encourages them to make informed predictions about its themes.
The purpose of these activities is to engage students and stimulate their interest in the lesson by encouraging them to brainstorm ideas related to the text's theme before reading This preparatory approach helps ensure that students remain focused and motivated, as they are less likely to connect with the material if they encounter it without prior context or activities.
Listening activities are closely tied to the text, requiring students to engage with these tasks during the listening process Through guided instruction from teachers, students enhance their comprehension skills and concentrate on understanding the material presented.
To help students become familiar with a song's vocal style and tempo, educators should have them listen to the track at least three to four times (Peachey, 2003) Additionally, it is important to provide students with a brief period to read the questions they will answer during the listening activity.
In this stage, activities include removing specific text elements related to grammar, word types, or pronunciation, verifying predictions about the song prior to listening, sequencing the lyrics, and answering both multiple-choice and open-ended questions Additionally, students will select words they hear from a pre-provided word list, pause the song to repeat the last heard words, and correct intentional lexical, grammatical, or syntactical errors present in the lyrics.
The activities outlined aim to enhance students' listening and comprehension skills while allowing them to verify their initial predictions about the song This stage focuses on guiding students in their approach to texts to foster comprehension Students are expected to engage in both verbal and written tasks, adhering closely to the text and progressing from dependent to independent language use by exploring its various aspects.
In this stage of listening assessment, various activities can enhance speaking and writing skills, as noted by Davenellos (1999) Sarıỗoban (2000) suggests engaging students with activities such as reading texts about the singer or song theme, interpreting lyrics, and dramatizing the song's plot, tailored to students' language levels and interests Teachers can review answers from the listening stage, while students can enhance their writing by composing dialogues based on song lyrics, summarizing, or rewriting lyrics from another character's perspective To improve pronunciation, students may sing the song individually or in groups, and to foster speaking skills, they can discuss their feelings about the song and participate in guided discussions.
Students are encouraged to summarize songs and engage in writing activities that incorporate their cultural backgrounds while utilizing newly learned language structures This stage emphasizes student production, requiring them to perform both verbal and written tasks that adhere closely to the text, fostering a transition from dependent to independent language use In the final activity, lesson topics shift from fictional contexts to real-life scenarios, allowing students to express their thoughts freely, without relying on the text.
All of the writers of the researches or articles that I have read the same ideas about exploiting songs in the classroom They suggest a lot of pre-, while -, post-,
It is also necessary to pre- teach some key vocabulary, and let the learners know which grammar points will be reviewed (Saricoban & Metin, 2000; Coromin,
Incorporating pre-questions is essential when students first encounter a song, as suggested by Davanellos (1999) During the listening phase, teachers can effectively apply techniques from the Communicative Approach, such as gap filling, true-false statements, jumbled lines, and identifying mistakes These methods help emphasize vocabulary, grammar, and pronunciation Additionally, Olha Madylus and other authors advocate for a variety of activities to enhance listening skills in secondary students.
II.7.2 Some commonly - used activities
One popular classroom activity involves using song lyrics with missing words for students to fill in while listening Teachers can enhance this exercise by allowing students to listen multiple times and providing hints, such as the first letter of a word or dashes for missing letters This approach is particularly effective for low-level students, as it helps them focus on specific vocabulary and improves their listening skills.
RESEARCH METHODOLOGY
Research method
This research employed both qualitative and quantitative methods to achieve its objectives, with all findings and conclusions derived from careful observation, data analysis, and interpretation Data collection involved various resources, including survey questionnaires, interviews, and class observations, ensuring a comprehensive approach to analysis.
The study utilized a questionnaire to gather both qualitative and quantitative data on the effectiveness of using English songs to enhance listening skills It aimed to compare the perceptions of students and teachers before and after the implementation of songs in the learning process.
Qualitative data were gathered through interviews with teachers and students to gain in-depth insights into their perspectives on teaching and learning listening skills using English songs.
Participant
The study involved 90 students from the Medical College of Tien Giang, aged between 18 and 25 years These participants were freshmen in various fields, including medicine, nursing, midwifery, and pharmacy, all possessing seven years of English language education.
The study involved 90 students and 7 English teachers from the Medical College of Tien Giang, consisting of 6 females and 1 male The teachers' ages ranged from 25 to 46 years, with teaching experience varying between 3 and 25 years.
Research instruments
This research primarily relied on questionnaires and class observations to gather essential data Additionally, informal interviews and discussions with both teachers and students were conducted to enhance the data collection process Various methods, such as questionnaires, interviews, and class observations, were utilized to ensure comprehensive data gathering for the study.
The study utilized questionnaires to collect data from a diverse group of participants, including both teachers and learners The questionnaire comprised five perception questions, twelve situational questions, and four suggestion questions, alongside open-ended questions for personal opinions To ensure clarity, all questions were initially written in English and then translated into Vietnamese The content was designed to be similar for both groups, based on a theoretical framework that emphasizes the use of English songs in enhancing listening skills The primary goal was to gather insights on the effectiveness of songs in teaching and learning listening skills, as well as to understand learners’ perceptions and gather suggestions for improvement.
Classroom observation is an effective method for researchers to gather authentic insights into classroom dynamics During the teaching period, the teacher conducted observations through various forms of communication, including monologues and dialogues The aim was to compare the impact of using songs versus monologues or dialogues for teaching listening skills The observation framework was collaboratively developed by the teacher and myself, guided by the criteria proposed by my supervisor, Mr Phuoc.
According to Keith Richards (2003), interviewing is a vital method of data collection in qualitative research To gather practical data, I conducted informal interviews with seven teachers and ten students, alongside questionnaires and observations Each interview lasted between 10 to 15 minutes and took place in a friendly atmosphere, focusing on three key topics.
The reality of the use of English songs in learning and teaching listening skill
Participants’ perceptions and responses to the using songs to support the learning and teaching listening skills
Participants’ suggestions of using English songs in supporting for learning and teaching listening skill
Interviews conducted in Vietnamese allowed teachers and students to communicate comfortably and share their ideas freely Information was gathered through these interviews using note-taking methods.
The procedure of the study
The data collection process was conducted over a 12-week period, from September 5 to November 5, during which I distributed and gathered the questionnaires Below is a summary table outlining the research procedure I followed.
Week 1 Pre-questionnaire will be delivered to learners as a pre-test to know Week 2-10 Implementing 08 songs as listening texts, colleagues’ observation
Doing classroom observation on the students and the teachers Week 11-12 Post-questionnaire will be delivered for teachers and learners and interviews were conducted
Table 3.1: The procedure of the study
In the first week of empirical research, a questionnaire was administered to students as a pre-test to assess their perceptions of using songs in the EFL classroom compared to monologues and dialogues Students were required to respond to the Vietnamese version of the questionnaire, for which I provided detailed explanations to ensure clarity on the instructions and questions They had 10 minutes to complete the questionnaire From weeks 2 to 10, I implemented a song-listening technique while simultaneously observing students' responses during both song-listening and monologue/dialogue sessions During these listening activities, I took notes on students' attitudes, the songs, and my instructions, which later contributed to the development of a teaching diary.
In weeks 11 and 12, questionnaires were distributed to both teachers and students, with each session lasting 10 minutes This timeframe allowed for efficient data collection, while I also utilized the allocated time for classroom observations to conduct a thorough analysis of the gathered data.
Non-English major students in college and primary-college are required to study Units 1-5 of the elementary level New Headway book by Soars (2004, third edition) during the first semester, followed by Units 6-10 in the second semester.
Data analysis
After collecting the data, the researcher meticulously examined and categorized various issues The data was then converted into percentages and analyzed using tables and charts To gain deeper insights into specific problems, I conducted interviews with participants, both through questionnaires and informal discussions, taking detailed notes on their feedback During classroom observations of listening sessions, I recorded my observations regarding students' attitudes The transcribed data from these observations and interviews provided valuable insights into the effectiveness of using English songs to enhance listening skills Ultimately, I have compiled a selection of English songs that support the development of listening skills.
FINDINGS AND DISCUSSION
What teachers and students learn and teach in listening skills
Chart 4.2 What teachers and students learn and teach in listening skill
60% grammar vocabulary pronunciation understanding all of them teachers students
According to Chart 4.2, a significant portion of students (53.3%) and teachers (42.9%) reported that grammar, vocabulary, pronunciation, and listening comprehension are taught during listening skills sessions In contrast, only 14.3% of students and 11.1% of teachers felt that vocabulary instruction occurs frequently in these periods Notably, no participants indicated that grammar is taught during listening sessions Additionally, 28.5% of teachers and 22.2% of students acknowledged that pronunciation is addressed, while 14.3% of teachers and 13.2% of students noted that text comprehension is part of the curriculum.
IV.1.3 The necessity for English songs in learning listening skills
Chart 4.3 The necessity for English songs inlearning listening skill
60% not necessary less necessary necessary very necessary teachers students
Chart 4.3 indicates a strong consensus among participants regarding the importance of English songs in developing listening skills, with 57.1% of teachers and 56.7% of students agreeing on their necessity Additionally, 24.4% of teachers and 28.6% of students believe that songs are very necessary for this purpose However, a minority of participants, comprising 14.3% of teachers and 18.9% of students, expressed the opinion that songs are not essential.
Learners of English often face challenges when listening to songs or audio materials, particularly with sound clarity and vocabulary, as well as the tendency for words to blend together However, a quick solution to these obstacles is to refer to the lyrics, which can significantly enhance understanding and comprehension.
Incorporating English songs into language classes enhances engagement and enjoyment, making lessons more fun This approach fosters relaxation and boosts confidence during listening exercises Ultimately, using songs as a teaching tool is both essential and pleasurable for effective learning.
(Interviewed student, 13 th October, 2012) Some teachers explained:
Incorporating English songs into listening classes enhances student engagement by providing enjoyable and repetitive listening experiences This approach fosters a more friendly and entertaining classroom atmosphere, which boosts students' concentration Additionally, it aids in improving vocabulary retention and language skills, allowing students to remember words more easily and for longer periods.
In short, songs are very necessary for learning and teaching listening skills
IV.1.4 Students’ knowledge of the lessons when learning listening skills through songs
Chart 4.4 Knowledge the lessons of students when learning listening skill through songs
60.00% not much very much much none teachers students
According to Chart 4.4, there is a notable balance in the perceptions of students and teachers regarding the effectiveness of learning listening skills through songs Specifically, 57.14% of teachers believe that their students demonstrate a significant understanding of lessons when they engage with listening exercises that incorporate music.
According to the survey, 50% of students expressed their agreement with the idea presented Additionally, 28.57% of teachers and 33.33% of students reported that students had a strong understanding of the material However, only 14.29% of teachers and 16.67% of students indicated a limited understanding of listening skills learned through songs Notably, there were no reported negative effects associated with this issue.
Everyone has unique methods for remembering and understanding information Personally, I find that listening to music enhances my ability to retain vocabulary and grasp grammar concepts more effectively during my study sessions.
In other way, students can understand lessons very much when they were taught listening skills through English songs
IV.1.5 Participants’ perceptions when learning listening skills through songs
Chart 4.5 Participants' perceptions when learning listening skill through songs
60.00% interested ready to learn happy and nothing can't take part in teachers students
Data analysis from chart 4.5 reveals that a significant percentage of teachers (42.86%) and students (46.67%) find learning listening skills through songs to be engaging However, only a small minority of students, specifically 4 out of 90 (4.44%), reported that this method was enjoyable Additionally, 48.89% of students and 57.14% of teachers shared their perspectives on this learning approach.
According to the Affective Filter hypothesis by Krashen (as cited in Shen, 2009), incorporating English songs in EFL classrooms enhances effective learning by creating a harmonious atmosphere, reducing anxiety, and increasing student motivation and interest in the target language Survey results show that nearly all participants found listening lessons to be more relaxing, contributing to a more enjoyable and engaging classroom environment.
Incorporating English songs into listening classes enhances my engagement and enjoyment during lessons This approach not only helps me relax but also prepares me to absorb the material effectively Overall, learning listening skills through music is both enjoyable and captivating.
Incorporating English songs during listening exercises is an excellent approach to enhance students' learning experience Music not only fosters relaxation but also boosts students' confidence, encouraging them to engage more actively in class activities Additionally, using songs makes lessons more enjoyable and significantly improves students' listening skills.
(Interviewed teacher, 10 th October, 2012) Another teacher said:
“Songs indeed make class interesting atmosphere and involve more students to take part in the lesson, even the weak ones.”
Songs have the potential to dismantle emotional barriers that hinder learning while fostering a joyful and engaging atmosphere during listening activities.
IV.2.The reality of using English songs to support the learning of listening skills
IV.2.1 The frequency of using songs in listening period
Chart 4.6 The frequency of using songs in listening period
60.00% sometimes once a week usually rarely others teachers students
Chart 4.6 showed that most teachers (57.14%) sometimes used English songs in order to teach listening skills and once a week (14.29%), 28.57% of teachers usually used songs While 43 students out of 90 (47.78%) claimed that their teachers sometimes used songs in listening period and once a week (22.22%), 24.44% of students said that they usually learned songs, but only 5 students out of
90 (5.56%) claimed that their teachers rarely used songs in listening period
“I really enjoy listening to the songs, collecting and singing the favorite songs, but I sometimes use English songs in teaching listening skills.”
(Interviewed teacher, 13 th October, 2012) Another teacher added:
“I think that songs indeed bring about funny classes and help students learn better in listening class I usually use English songs for my listening lessons.”
Being asked about the reasons, both said that using songs in listening skills was very necessary and should use usually
IV.2.2 Kinds of songs used in teaching listening skills
Chart 4.7 Kinds of songs used in teaching listening skills
50.00% songs for teaching vocabulary songs for teaching grammar songs for teaching pronunciation songs' native speaker teachers students
According to Chart 4.7, 42.85% of teachers and 46.67% of students believe that songs for teaching vocabulary are utilized in enhancing listening skills In contrast, only 14.97% of teachers and 15.56% of students think that songs for grammar instruction are applied in teaching listening Additionally, 28.57% of teachers and 24.44% of students support the use of songs for pronunciation during listening activities However, a mere 14.29% of teachers and 13.33% of students consider songs featuring native speakers appropriate for teaching listening skills Some teachers also provided suggestions on this topic.
“We should use all of songs for teaching vocabulary, grammar, pronunciation and songs’ native speakers It makes learning effective more.”
IV.2.3 The sources that teachers use chart 4.8The sources that teachers used from
45.00% soft-wares on the internet songs books do it yourself(DIY) all of them others teachers students
Students’ knowledge of the lessons when learning listening
Chart 4.4 Knowledge the lessons of students when learning listening skill through songs
60.00% not much very much much none teachers students
Chart 4.4 illustrates the percentage balance between students and teachers regarding the effectiveness of learning listening skills through songs Notably, 57.14% of teachers believe that their students gain a better understanding of lessons when utilizing songs as a learning tool.
50% of students shared that idea 28.57% of teachers and 33.33% of students claimed that students understood very much Only 14.29% of teachers and 16.67%
Participants’ perceptions when learning listening skills through
Everyone has unique methods for remembering and understanding information Personally, I find that listening to music enhances my ability to grasp vocabulary and grammar points more effectively during my study sessions.
In other way, students can understand lessons very much when they were taught listening skills through English songs
IV.1.5 Participants’ perceptions when learning listening skills through songs
Chart 4.5 Participants' perceptions when learning listening skill through songs
60.00% interested ready to learn happy and nothing can't take part in teachers students
Data analysis from chart 4.5 reveals that a significant percentage of teachers (42.86%) and students (46.67%) find learning listening skills through songs to be engaging However, only a small fraction, just 4 out of 90 students (4.44%), expressed that this method made them feel happy Additionally, 48.89% of students and 57.14% of teachers shared their perspectives on the effectiveness of this learning approach.
The Affective Filter hypothesis by Krashen (as cited in Shen, 2009) suggests that incorporating English songs in EFL classrooms enhances effective learning by creating a harmonious atmosphere, alleviating student anxiety, and boosting interest and motivation in learning the target language Survey results indicate that nearly all participants found listening lessons to be more relaxing, making the classroom environment more enjoyable and engaging.
Incorporating English songs into listening classes enhances my engagement and enjoyment during lessons This approach not only helps me relax but also prepares me to learn more effectively in the listening classroom Overall, using songs to develop listening skills is both enjoyable and beneficial.
Incorporating English songs during listening activities is highly beneficial, as it promotes relaxation and boosts students' confidence This approach not only enhances engagement in the classroom but also makes lessons more enjoyable Ultimately, using music in listening exercises significantly improves students' participation and listening skills.
(Interviewed teacher, 10 th October, 2012) Another teacher said:
“Songs indeed make class interesting atmosphere and involve more students to take part in the lesson, even the weak ones.”
Songs have the potential to dismantle emotional barriers that hinder learning while fostering an enjoyable and uplifting atmosphere during listening sessions.
The reality of using English songs to support the learning of listening
IV.2.1 The frequency of using songs in listening period
Chart 4.6 The frequency of using songs in listening period
60.00% sometimes once a week usually rarely others teachers students
Chart 4.6 showed that most teachers (57.14%) sometimes used English songs in order to teach listening skills and once a week (14.29%), 28.57% of teachers usually used songs While 43 students out of 90 (47.78%) claimed that their teachers sometimes used songs in listening period and once a week (22.22%), 24.44% of students said that they usually learned songs, but only 5 students out of
90 (5.56%) claimed that their teachers rarely used songs in listening period
“I really enjoy listening to the songs, collecting and singing the favorite songs, but I sometimes use English songs in teaching listening skills.”
(Interviewed teacher, 13 th October, 2012) Another teacher added:
“I think that songs indeed bring about funny classes and help students learn better in listening class I usually use English songs for my listening lessons.”
Being asked about the reasons, both said that using songs in listening skills was very necessary and should use usually
IV.2.2 Kinds of songs used in teaching listening skills
Chart 4.7 Kinds of songs used in teaching listening skills
50.00% songs for teaching vocabulary songs for teaching grammar songs for teaching pronunciation songs' native speaker teachers students
According to Chart 4.7, a significant percentage of teachers (42.85%) and students (46.67%) believe that songs are effective for teaching vocabulary in listening skills In contrast, only 14.97% of teachers and 15.56% of students think that songs for grammar instruction are utilized in listening activities Additionally, 28.57% of teachers and 24.44% of students advocate for using songs to enhance pronunciation during listening periods However, a smaller group, comprising 14.29% of teachers and 13.33% of students, feel that songs featuring native speakers are appropriate for teaching listening skills Some teachers have also provided suggestions regarding this matter.
“We should use all of songs for teaching vocabulary, grammar, pronunciation and songs’ native speakers It makes learning effective more.”
IV.2.3 The sources that teachers use chart 4.8The sources that teachers used from
45.00% soft-wares on the internet songs books do it yourself(DIY) all of them others teachers students
Chart 4.8 showed that 28.57% of teachers and 33.33% of students claimed that songs were taken from soft – ware on the internet 42.85% of teachers and 42.22% of students used songs from the songs books 14.29% of teachers and 8.89% of students claimed that teacher composed songs Besides, 14.29% of teachers and 15.56% of students claimed that songs were taken from many sources
IV.2.4 Students’ participation in listening lessons when using English songs
Chart 4.9 Participation of students in listening lessons when using English songs
60.00% very enthusiastic & happy not enthusiastic & happy enthusiastic & happy boring & not active teachers students
Chart 4.9 showed that most of the teachers (57.14%) and students (53.33%) thought that learning listening through English songs was very enthusiastic and happy No participants thought that learning listening lessons through English songs was not enthusiastic and not active and boring 42.86% of teachers and 46.67% of students claimed that this was enthusiastic and happy
“Using songs in teaching listening skill is very wonderful We are not bored when listening to song help us to take part in very enthusiastic and happy listening lessons.”
IV.2.5 The stages teachers used English songs
Chart 4.10 The stages teachers used English songs
90% pre- listening_while- listening pre- listening_while- listening_post- listening pre- listening_post- listening while- listening_post- listening others teachers students
From chart 4.10, all of the questioned teachers (85.71%) and students (48.89%) acknowledged that there were 3 stages in teaching listening skill when using English songs, including: pre – listening, while – listening, post – listening
A study revealed that no teachers recognized the use of songs during both the pre- and while-listening stages, while only one out of seven teachers (14.29%) acknowledged their use in the pre- and post-listening stages In contrast, 22.22% of students reported that their teachers frequently incorporated English songs in the pre- and while-listening stages Additionally, 10% of students noted song usage in both pre- and post-listening stages, and 18.89% indicated that songs were utilized during the while- and post-listening stages.
IV.2.6 The approaches used for teaching and learning listening skills through English songs
Chart 4.11 The approaches that the teachers used for teaching and learning listening skills through songs
60.00% explain vocabulary in the song. listening song first without writing song lyrics deleting each sentence listening and writing songs working in group singing others teachers students
The analysis of Form Chart 4.11 reveals a disparity in the approaches favored by teachers and students A significant 57.14% of teachers and 22.22% of students preferred using vocabulary explanations in songs While 42.86% of teachers opted for deleting sentences and listening to songs without lyrics, only 22.22% of students echoed this preference, with 10% supporting the deletion approach Additionally, 28.57% of teachers and 22.22% of students acknowledged the use of group work A smaller percentage, 14.29% of teachers and 12.22% of students, advocated for listening to and writing song lyrics, while only 14.29% of teachers and 11.22% of students favored singing, with no alternative suggestions provided.
IV.2.7 Kinds of tasks used to teach listening skills through songs in Pre – listening stage
Chart 4.12 Kinds of tasks teacher use to teach listening skill through songs in pre-listening stage
120% guessing topic or title of the lesson pre- teach vocabulary music games using visual aids others teachers students
Chart 4.12 reveals that while most tasks were utilized during the pre-listening stage, their usage varied significantly This stage is crucial for teachers to prepare and motivate learners for effective engagement in listening activities Notably, pre-teaching vocabulary emerged as the most favored task, endorsed by 100% of teachers, although only 38.86% of students felt the same Additionally, 42.86% of teachers and 33.33% of students suggested that guessing the lesson topic or song title should be a focus Furthermore, 28.57% of teachers and 27.78% of students noted the incorporation of music games in the pre-listening phase.
7 (14.29%) used visual aids before entering the next step of a listening lesson It is a while – listening stage
“In my opinion, vocabulary plays an important part in the listening text later Students will find it hard to listen to the new words.”
In general, Pre – teaching vocabulary was the most widely – used in this stage
IV.2.8 Kinds of tasks used to teach listening skills through songs in while – listening stage
Chart 4.13 Kinds of tasks teachers used to teach listening skills through songs in while- listening stage
Gap- filling jumbled lines spot the mistakes gids teachers students
The investigation into the activities teachers employed during the while-listening stage revealed that gap-filling, spotting mistakes, and jumbled lines were the most popular methods, with 72.43% of teachers selecting these activities However, only 50% of students shared this perspective, and just 48.89% acknowledged the use of gap-filling exercises by their teachers Additionally, 28.57% of teachers and 22.22% of students noted the use of true or false statements and multiple-choice activities during this stage, while grids were not utilized at all.
The listening stage is crucial in a listening lesson, as highlighted by Rost (1990), where teachers play a key role in providing diverse listening tasks This helps students develop their skills in extracting content from the text Additionally, teachers should foster a supportive and encouraging atmosphere to enhance the learning experience during this stage.
“I think that teachers should ask their students to listening and then fill in the missing words or arrange line of songs’ lyrics They will have the gist of the
Teachers identified effective activities for the while-listening stage that can significantly enhance students' engagement and improve their attitudes towards learning listening skills Implementing these engaging activities can positively influence students' perceptions of listening comprehension.
IV.2.9 Kinds of tasks used to teach listening skills through songs in post – listening stage
Chart 4.14 Kinds of tasks that the teachers used to teach listening skill through songs in post-listening stage
60.00% summarizing discussion writing singing teachers students
To gather insights on teachers' implementation of post-listening activities in the classroom, the researcher formulated a specific question Following a thorough analysis of the responses, the researcher compiled the data, which is presented in the accompanying chart.
In the post-listening stage, four key activities are utilized: discussion, summarizing, writing, and singing According to Chart 4.14, 57.14% of teachers and 24.44% of students identified summarizing song content as a primary teacher-led activity Additionally, 42.86% of teachers encouraged students to write song lyrics and perform them, with 23.33% of students agreeing Furthermore, 28.57% of teachers and 31.11% of students acknowledged the use of discussion as part of this stage.
The post-listening stage is crucial for teachers to assess students' comprehension of the text or song content Thus, it is essential for educators to design engaging and effective activities that facilitate this understanding.
In subsequent classroom observations, post-listening activities were implemented, focusing on speaking and writing tasks that involved summarizing the song or text However, these activities were predominantly teacher-led, resulting in limited participation from students.
The post-listening stage can effectively engage students by either summarizing the song's content or encouraging them to write and sing the lyrics Singing the lyrics adds an element of excitement to the classroom, making the lesson more enjoyable and interactive for students.
Suggestions to improve teaching and learning listening skills by using
Most participants emphasized the importance of simplicity in song selection for educational purposes, advocating for songs with uncomplicated vocabulary and clear, understandable English lyrics Additionally, 89.80% of respondents highlighted that the songs should exemplify standard spoken English Teachers are advised to choose songs that align with lesson objectives, ensuring that the intonation is pleasant and the lyrics adhere to standard spoken English Furthermore, it is recommended that teachers opt for familiar songs to minimize the time spent on explaining difficult words, thereby enhancing the learning experience.
A teacher indicated: “In my opinion, teachers had better choose short songs to help their students listen easily.”
“I like the songs that are easy to listen.”
A significant 77.80% of participants indicated that songs with repetitive lyrics or a chorus enhance the learning experience This repetition not only makes drilling more enjoyable but also facilitates easier comprehension of the song's content for learners.
To enhance the teaching of listening skills through English songs, educators suggest investing in music CDs and establishing a dedicated learning space Additionally, it is crucial for teachers to have ample preparation time to effectively conduct listening sessions.
Last but not least, we should have a private room for teaching listening period, and a train teaching staff specializing in using songs.
Classroom observation
In order to assess student motivation during listening lessons that incorporated songs, monologues, and dialogues, I employed a classroom observation framework This approach allowed me to analyze key indicators such as students' gestures, participation levels, facial expressions, and the effectiveness of the teacher's instructions.
The song "How Can I Tell Her?" was strategically chosen to replace traditional monologues and dialogues, aiming to engage and motivate students in their listening activities Each listening session was designed with pre-listening and warm-up activities to prevent boredom and enhance participation By incorporating music, students felt happy and relaxed, which facilitated their ability to respond and increased their interest in the listening experience.
Not all listening activities, including monologues and dialogues, bore students; they engaged well with shorter tasks However, during longer listening exercises, such as in Unit 8, students exhibited noticeable anxiety They struggled to concentrate on lengthy conversations and could not correctly answer four out of six questions, despite having three opportunities to listen Contributing to their difficulties were unclear audio and fast-paced dialogue, leading to disappointment and disengagement among the students.
When selected and integrated thoughtfully, songs can greatly enhance the listening skills of students, providing teachers with valuable resources throughout the teaching process Additionally, incorporating music into lessons fosters a welcoming and engaging learning atmosphere that meets educational expectations.