Developing speaking through song-based activities
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Authors
Nájera, Michel Marín
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study was conducted at La Normal de Los Reyes Acaquilpan, a teacher training school in La Paz, State of Mexico. The participants, aged 18 to 20, were first-year students preparing to teach at elementary schools. Despite the Mexican National English Strategy aiming for bilingual graduates, these students had poor speaking skills due to traditional teaching methods focused on grammar and repetition. Nervousness and fear of ridicule further hindered their willingness to participate in speaking activities.
Aims: The project aimed to improve students' confidence and participation in speaking activities by implementing song-based strategies. The objectives included reducing nervousness, increasing motivation, and encouraging greater participation through controlled and freer speaking practice in pairs and small groups.
Methods: Data were collected through written reflection notes, video recordings, questionnaires, and focus group discussions. The exploratory phase investigated students' attitudes toward speaking, preferred activities, and barriers to participation. The action plan, implemented over six lessons, included pre-teaching vocabulary and pronunciation using phonetic symbols, integrating controlled and freer speaking tasks based on songs, and promoting pairwork and small group interactions.
Findings: Results showed that song-based activities reduced students' nervousness and improved their confidence. Pre-teaching vocabulary with phonetic symbols enhanced pronunciation and familiarity with key sounds. Controlled tasks, such as singing along and discussing song stories, helped students feel comfortable speaking English. Students particularly appreciated using modern pop songs, which they found relevant and engaging. Pair and small group work reduced fear of ridicule, fostered peer correction in a supportive environment, and increased participation. Overall, students reported greater motivation and enjoyment of speaking activities.
Implications: This study highlights the importance of using engaging, student-centred activities, such as songs, to develop speaking skills. Teachers might consider incorporating modern songs to connect with students' interests and designing pair or group activities to create a non-threatening environment. Pre-teaching pronunciation patterns can also build confidence and address specific language challenges for learners.
Aims: The project aimed to improve students' confidence and participation in speaking activities by implementing song-based strategies. The objectives included reducing nervousness, increasing motivation, and encouraging greater participation through controlled and freer speaking practice in pairs and small groups.
Methods: Data were collected through written reflection notes, video recordings, questionnaires, and focus group discussions. The exploratory phase investigated students' attitudes toward speaking, preferred activities, and barriers to participation. The action plan, implemented over six lessons, included pre-teaching vocabulary and pronunciation using phonetic symbols, integrating controlled and freer speaking tasks based on songs, and promoting pairwork and small group interactions.
Findings: Results showed that song-based activities reduced students' nervousness and improved their confidence. Pre-teaching vocabulary with phonetic symbols enhanced pronunciation and familiarity with key sounds. Controlled tasks, such as singing along and discussing song stories, helped students feel comfortable speaking English. Students particularly appreciated using modern pop songs, which they found relevant and engaging. Pair and small group work reduced fear of ridicule, fostered peer correction in a supportive environment, and increased participation. Overall, students reported greater motivation and enjoyment of speaking activities.
Implications: This study highlights the importance of using engaging, student-centred activities, such as songs, to develop speaking skills. Teachers might consider incorporating modern songs to connect with students' interests and designing pair or group activities to create a non-threatening environment. Pre-teaching pronunciation patterns can also build confidence and address specific language challenges for learners.
Description
Keywords (free text)
english as a foreign language , speaking skills , song-based activities , student confidence , peer correction , pair and group work , exploratory action research