The Effects of English Pop Song Instruction on Listening Ability, Oral Reading Fluency and Learning Motivation

• Main Authors: Chen-Hui Chen, 陳慧貞
• Other Authors: Yu-Ching Chan, Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/73779177051185005641

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 102 === This study aimed to investigate the effects of English song instruction on elementary school fifth-grade students’ listening ability, oral reading fluency and learning motivation. The subjects in this study were from two classes at an elementary school in Hsin-chu City, one for the experimental group and one for a control group. A total of 61 fifth-grade students participated in this study. The experimental group received English song instruction for 8 weeks, and the control group received the traditional instruction at the same time. The quantitative data were analyzed by employing the SPSS program which included descriptive statistics and t-tests to explore the effects of English song instruction on elementary school students listening ability, oral reading fluency and learning motivation. According to the data analysis, the findings were summarized as follows: 1. There was a significant difference between the experimental group and the control group in their English listening ability, including “ distinguish the sounds”, “ distinguish the words”, “ identify the meaning of the pictures”. 2. There was a significant difference between the experimental group and the control group in the rate of oral reading, but there was no significant difference in the accuracy of oral reading. 3. There was a significant difference between the experimental group and the control group in English learning motivation, including “ work value”, “test anxiety”. Based on the findings above mentioned, it is suggested that EFL teachers should apply the English pop song instruction in their English teaching to help their students improve their English listening ability, oral reading rate, and English learning motivation. Although there was no significant difference in the accuracy of oral reading and some elements of learning motivation between the experimental group and the control group, it is still suggested that further research be conducted to explore the effects by using pop songs in different ways.