Integrating Digital Music Platforms in EFL Instruction
DOI:
https://doi.org/10.66836/linguatech.v2n1.4Keywords:
Listening comprehension, Digital music platforms, Vocabulary acquisitionAbstract
The development of listening comprehension and vocabulary acquisition in English as a Foreign Language (EFL) remains a significant challenge in educational contexts where traditional teaching methods limit exposure to authentic language input. This study aimed to analyze the effects of integrating digital music-based platforms as a pedagogical strategy to enhance these linguistic skills among secondary-level students. A mixed-methods approach with a quasi-experimental design was employed, combining quantitative and qualitative instruments to evaluate students’ progress before and after the intervention. Pre-test and post-test assessments, along with surveys and classroom observations, were used to measure improvements in listening comprehension, vocabulary acquisition, and student motivation. The intervention consisted of structured activities using a digital platform that incorporates songs and interactive exercises based on lyrics. The results demonstrated a significant improvement in students’ ability to understand spoken English, recognize vocabulary in context, and engage in active listening tasks. Additionally, an increase in motivation and interest in learning English was observed, attributed to the interactive and engaging nature of the digital tools. These findings suggest that integrating music-based digital platforms into EFL instruction is an effective strategy for enhancing key language skills, fostering meaningful learning, and promoting learner autonomy.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chou, M.-H. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284–297. https://doi.org/10.1080/03004279.2012.680899
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Coyle, Y., & Gómez Gracia, R. (2014). Using songs to enhance L2 vocabulary acquisition in preschool children. ELT Journal, 68(3), 276–285. https://doi.org/10.1093/elt/ccu015
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. https://study.sagepub.com/creswellrd4e
Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113–127. https://doi.org/10.5539/elt.v6n2p113
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Higher Education. https://books.google.com/books?id=21w3YgEACAAJ
Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988
Intriago-Cañizares, F. (2023). EIL based on research creation-projects that facilitate English learning and intercultural revitalization for Ecuadorian communities through the arts: the story of UAProyectkids. YUYAY: Estrategias, Metodologías & Didácticas Educativas, 1(2), 41-56. https://doi.org/10.59343/yuyay.v1i2.19
Kao, T. A., & Oxford, R. L. (2014). Learning language through music: A strategy for building inspiration and motivation. System, 43, 114–120. https://doi.org/10.1016/j.system.2014.01.003
Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory & Cognition, 42(1), 41–52. https://doi.org/10.3758/s13421-013-0342-5
Luo, Y.-Z., Kong, X.-Y., & Ma, Y.-Y. (2022). Effects of multimedia assisted song integrated teaching on college students’ English learning interests and learning outcomes. Frontiers in Psychology, 13, 912789. https://doi.org/10.3389/fpsyg.2022.912789
Nadig, A. (2013). Listening comprehension. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (p. 1743). Springer. https://doi.org/10.1007/978-1-4419-1698-3_349
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154. https://doi.org/10.64152/10125/44466
Rost, M. (2011). Teaching and researching listening (2nd ed.). Longman. https://books.google.com/books?id=lKkycgAACAAJ
Salcedo, C. S. (2010). The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College Teaching & Learning, 7(6), 19–30. https://doi.org/10.19030/tlc.v7i6.126
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781009024518
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.4324/9780203843376
Yuliarini, N. L. E. (2022). The use of song in improving students’ listening skill. Indonesian Journal of Educational Research and Review, 5(2), 226–233. https://doi.org/10.23887/ijerr.v5i2.48760
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Roberto Tolozano-Benites, Elena Tolozano-Benites, Alejandro Ponce-Mariscal (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
