| Summary: | 碩士 === 國立成功大學 === 外國語文學系在職專班 === 101 === Listening is a basic language skill for communication, but commonly conceived as a difficult skill to acquire. Based on the literature, YouTube might be a beneficial tool used to advance language learning. Thus, this study aimed to investigate the effects of YouTube-based English song teaching on elementary school students’ listening comprehension and learning motivation.
Fifty-seven fifth-graders in an urban elementary school were selected for this study. Twenty-eight of them were defined as the experiment group, and the others were the control group. Both groups were asked to complete a pre-test and a post-test. Both quantitative and qualitative methods were applied to analyze the data. The quantitative data were analyzed with the independent sample t-test and paired sample t-test. As for the qualitative data, the reflections of the open-ended questions and the interview were analyzed with the inductive approach (Thomas, 2006). The major findings are as follows.
First, YouTube-based English song instruction enhanced the students’ listening comprehension. After the intervention, the experiment-group students had significant improvements in post-listening comprehension test. Besides listening comprehension, many students reported that this instruction helped them learn new words in a more efficient way due to the contextual and repetitive nature of the music videos of target songs. Moreover, the students’ learning motivation was enhanced, and the questionnaire and interviews showed that the students felt that the YouTube-based English song instruction made their English classes more interesting and relaxing. In addition, they felt the use of YouTube music videos in class could help them learn in a more natural way, and reduce their learning anxiety. Finally, the students’ autonomy was activated. They stated that they were also willing to use YouTube to watch music videos after English classes, and thus learned more on their own.
The results of this study imply that it is worth providing a technology-enhanced learning environment with rich authentic input to engage and motivate language learners. The findings also provide significant references for EFL instructors who would like to incorporate YouTube in their English teaching contexts, as well as for learners who want to advance their listening comprehension.
|
|---|
