Technology can enhance the use of music in language learning.
Combining the use of music and technology during English language learning improves students’ academic achievement, creative thinking and self-esteem, as found in a study by Meng Chen, Mohammad Mohammadi and Siros Izadpanah at Harbin Normal University, China and Islamic Asad University, Iran.
Both music and technology are frequently used in the EFL classroom and this particular study sought to assess their use in combination, a technique called technology-enhanced language learning through music (TELLTM).
In Zanjan, Iran, 360 elementary level male learners were recruited from eight language learning institutions and divided into an experimental group that would experience the TELLTM intervention, and a control group.
The age range of learners was broad, from seven to 27 years, which is typical of language schools in this area. All participants were assessed to be at a similar elementary level using the Oxford Quick Placement TEST at the start of the study.
The TELLTM intervention comprised one 60-minute session per week over 10 weeks. In these sessions the class would typically watch a song on the class projector before learning and singing the song accompanied by movements, games and playing musical instruments.
Well-known songs typical of English nursery and primary schools were used, such as ‘Wheels on the bus’, ‘Wind the bobbin up’ and ‘Head, shoulders, knees and toes’. These songs have strong, simple rhythms and associated movements.
Having obtained the appropriate consent, short videos of the students’ performances were shared with school managers, as well as the students themselves and their families.
At the beginning and end of the 10-week study period, a set of three questionnaires were administered (in Persian) to assess students’ academic achievement, self-esteem and creative thinking. Analyses of these scores showed that the music sessions significantly increased all three attributes.
The effect on academic achievement is likely to occur via several routes. The use of songs improves vocabulary, pronunciation, timing, fluency and intonation. This learning process is also active, rather than passive, improving motivation and engagement.
Shared music is known to promote self-esteem and the shared video performances and feedback may amplify this effect.
Adjusting for differences in initial scores, TELLTM sessions accounted for 12% of the variation in creative thinking scores in the experimental group; a strong effect for such a simple intervention of just 10 weekly sessions.
In this study, the teachers did receive some initial training, but neither the music nor the technology was particularly challenging in these sessions, suggesting that major benefits are easily within reach of any phone-owning EFL teacher, whether they consider themselves musically talented or not.
REFERENCE
Chen, M., Mohammadi, M. and Izadpanah, S. (2024) Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners, Acta Psychologica 247: 104318
