RICELT - Ignacio Araya Moscoso
Transcript of RICELT - Ignacio Araya Moscoso
“THE IMPACT OF USING KARAOKE ON STUDENTS’ MOTIVATION WHILE LEARNING ENGLISH LEXICAL
ITEMS”
Presenter: Ignacio Araya Moscoso.
Teacher of English: Instituto Humanidades Luis Campino
Universidad de Chile (Arts Faculty)
MA in TEFL (UNAB)
September 26th, 2015
Overview of the presentation1. Introduction
2. Methodological framework
3. Conclusions
4. Further research and limitations
Problem Statement
English in the world/Chile
Songs and students’ preferences
The importance of vocabulary and its connection with motivational factors.
General objective of the study
The general objective of this research aims to identify the effect of the use of Karaoke on the
L2 motivation, while learning vocabulary items, of EFL Chilean secondary students inside
the classroom environment.
Specific objectives
To identify the impact of the use of popular songs in English through Karaoke.
To recognize which aspects of the language were improved most by the regular use of technologically based didactic materials.
Research Questions
To what extent does using popular English song through Karaoke impact students’ L2 motivation while learning vocabulary items?
Which elements/aspects of language do students feel was improved most by the use of karaoke?
Relevance of the research
Vocabulary learning is a key issue in learning a foreign language as it is closely connected to students’ motivation.
The lack of research in this field. (as a methodology and not as a theoretical review)
The importance of carrying out this type of research in a non-speaking English country.
Context of the investigation
A semi-private or a subsidized school.
4 hours of English per week.
67 participants (both sex)
8th graders. Between 14-15 years old.
Type of Research
Research design: the one group pre-test and post-test. (Cohen and Manion, 2007)
Two groups from the same level were mixed into one group.
Research methodology: Mixed methods. (Creswell, 2003)
Qualitative data: Open-ended questions.
Quantitative data: Questionnaires and rating scale items
The treatment of the study lasted 5 weeks.
Methodological strategiesResearch design: the one group pre-test and post-test. (Cohen and Manion, 2007)
Two similar groups were mixed.
Research methodology: Mixed methods (Creswell, 2003)
Qualitative data: Open-ended questions.
Quantitative data: Questionnaires and rating scale items
The treatment of the study lasted 5 weeks.
Procedure of data collection
Rating Scale ítems Music style preference survey Motivation
Questionnaire
Treatment (song’s lyrics)
Motivation Questionnaire
Open - ended questions
Data collection3 steps during the pre-test
1) Rating scale items.
2) Music style preference survey
3) Questionnaire(used in the pre and post-tests)
Post-test: Questionnaire and open-ended questions.
Questionnaire (pre-test) Questionnaire: Taken from Gardner and Lambert’s extrinsic and
intrinsic motivation theoretical framework (1972)
It was composed of 16 statements. 8 for extrinsic and 8 for intrinsic motivation.
It had a 5 points likert-scale. Strongly agree (5) to strongly disagree (1)
Instrument was written in English, to avoid difficulties during the translation process into Spanish
Treatment
Song lyrics
Divided into different activities
Fill-in- the gaps, matching words, re-ordering sentences, matching pictures with words.
Conclusions
The impact on students’ motivation was positive taking into account the students’ responses results shown in the pre-test questionnaire and in the open-ended questions from the post-test.
According to the results, 51% of the students chose pronunciation as the element of language that was improved the most with this tool; whereas, 36% of the groups chose vocabulary.
Final reflections
Students’ attitude
Constant monitored action.
Link with their daily lives.
Authentic material.
THANK YOU ALL FOR LISTENING.
If you’re interested in the whole research and more references, please contact me:
REFERENCES Chen, Y. C., & Chen, P. C. (2009). The effect of English popular songs on learning motivation and
learning performance. WHAMPOA-An Interdisciplinary Journal 56 (2009), 13-28. Cohen, L., & Manion, L. (2007). Research methods in education. (6th ed.) London: Routledge. Cresswell, J.W. (2003). Research design: A qualitative, quantitative, and mixed method
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Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. New York: Routledge. Engh, D. (2013). Why use music in English language learning? A survey of the literature. English
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REFERENCES Saengpakdeejit, R. (2014). Strategies for Dealing with Vocabulary Learning Problems by
Thai University Students. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 14(1), 147-168.
Salcedo, C. (2010). The Effects of Songs in the Foreign Language Classroom on Text Recall, Delayed Text Recall and Involuntary Mental Rehearsal. Paper presented at 2010 IABR (International Applied Business Research) & ITLC (International College Teaching and Learning) Conference Proceedings, 1-12.
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