A Study on the Effects of English Song Instruction on Listening Comprehension for EFL Junior High School Students

• Main Authors: Hsin-yi Lin, 林心怡
• Other Authors: Dr. Yu-gi Chao
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/11910355176238147711

碩士 === 國立彰化師範大學 === 英語學系 === 98 === This study aimed to investigate the effects of English song instruction on EFL junior high school students’ listening comprehension. The subjects were 72 seventh-grade students from two classes at a junior high school in Taipei County. Listening in the experimental group was taught by applying English song instruction for fourteen weeks, whereas the subjects in the control group received conventional listening instruction. This study lasted total sixteen weeks, including the listening comprehension pretest and posttest as well as the questionnaire. The instrumentation included the elementary level General English Proficiency Test (GEPT) listening comprehension test, the questionnaire on English song instruction, and seven English songs. The quantitative data were analyzed by employing the SPSS program, version 13.0, which included descriptive statistics, t-tests, and frequency percentages, in order to identify significant findings and evaluate the students’ attitudes toward English song instruction. According to the results of the study, major findings were shown below. First, English song instruction had a significant effect on EFL junior high school students’ listening comprehension. Second, in the cognitive perspective, the students thought that English song instruction improved their English learning. In the affective perspective, they felt more confident in doing listening activities after receiving English song instruction. In the psychomotor perspective, the students expressed that if they often have to take the listening comprehension tests, they will spend more time practicing listening. Third, EFL learners had positive attitudes toward English song instruction. Based on the above results, four main recommendations with pedagogical implications were proposed in the study. First, English teachers are recommended to apply English song instruction in the junior high school English listening curriculum. Second, successful listening teaching involves enabling students to enhance their listening ability by means of a joyful learning experience. Third, the education authority may hold workshops on English song instruction for junior high school English teachers. Fourth, English textbooks in the market should include more English songs. The limitations of the study and suggestions for further studies were discussed at the end.