INTRODUCTION
Rationale of the study
Over the past two decades, progress and innovation have significantly transformed various sectors worldwide This transformation has heightened competition among knowledge-based economies, necessitating essential skills, with language proficiency emerging as a key advantage in the integration process The Vietnamese government has recognized the dominant role of English as an international language, leading to its widespread acceptance as a compulsory subject in educational institutions across Vietnam, from primary to high school Consequently, the effectiveness of English teaching and learning has garnered considerable interest from the Vietnamese population and society at large.
In learning a foreign language, vocabulary plays a significant role in supporting the mastery of language skills such as listening, reading, speaking, and writing (Nation,
Vocabulary acquisition is essential for mastering a second language, yet many learners struggle to communicate effectively in English due to a limited vocabulary This deficiency often leads to difficulties in constructing full sentences and impacts students' overall speaking abilities As vocabulary is intertwined with other aspects of English teaching and learning, its enhancement is vital for students to engage successfully in lessons and express themselves clearly Consequently, addressing vocabulary improvement has become a significant focus in language education.
Despite efforts to enhance language learning outcomes in Vietnam, globalization and the diversity of English have posed significant challenges to English language teaching methodologies, materials, and teacher competence Many students still rely on traditional vocabulary learning methods, such as rote memorization and explicit instruction from teachers Furthermore, English teachers in various educational institutions continue to employ outdated strategies, including providing lists of English words with Vietnamese equivalents and requiring students to recite and write sentences using target vocabulary These approaches, often viewed as intentional or explicit learning, are mistakenly believed to be effective; however, many students struggle to retain the vocabulary learned.
As a primary English teacher, I have observed the growing emphasis on English as a compulsory subject in the Vietnamese education system, particularly in primary schools The "Teaching and Learning Foreign Languages in the National Education System" project (2017-2025) aims to enhance the quality of English instruction by encouraging teachers to improve their language skills However, many primary English teachers, including myself, lack comprehensive training to effectively engage young learners Additionally, the focus on examination-based teaching often leads to student demotivation The primary objective of English language learning should be to develop communication skills while fostering interest and motivation To achieve this, the curriculum must be relevant to students' real-life experiences, and materials should be engaging and relatable.
To address the challenges in vocabulary teaching for primary children, a researcher is conducting classroom action research that utilizes song lyrics as an effective teaching medium Incorporating music and songs in language lessons is particularly beneficial for young learners, as it enhances their engagement and enjoyment of the learning process Songs contribute significantly to the development of second language skills in children, who often perceive learning through music as a fun activity rather than a formal lesson Additionally, songs provide valuable resources for practicing pronunciation, intonation, and accent, while also improving listening skills and vocabulary acquisition.
The research titled “A Study of Using Songs to Support English Vocabulary Acquisition for Primary Students” aims to enhance vocabulary learning among young learners by integrating music into the educational process.
Aim of the study
This study aims to explore how incorporating songs into classroom activities can enhance vocabulary skills among primary school students It seeks to address specific research questions that will inform subsequent discussions on the effectiveness of this approach in the learning process.
- To what extent do songs contribute to young learners’ improvement of English vocabulary?
- What are the students’ attitudes to the use of songs in learning vocabulary?
Of these two questions, the first one is the focus of the study
Scope of the study
The study emphasizes the crucial role of teachers in providing instructions and guiding students in classroom activities Additionally, the interaction between teachers and young learners is vital for enhancing vocabulary learning and retention.
The study limits itself to the investigation of the impact of songs on the students‟ vocabulary acquisition.
Significance of the study
This study highlights the effectiveness of using songs to enhance vocabulary and pronunciation among 2nd grade students It provides insights into how incorporating music into English language instruction can engage primary learners and improve their language skills The findings serve as a valuable resource for teachers seeking to motivate students and enrich their vocabulary teaching methods through the use of songs.
Moreover, the finding of the thesis may stimulate specialists' and supervisors' interest in conducting training courses for their teachers to use children‟s songs in their classes.
Methodology of the study
The author utilizes a combination of qualitative and quantitative research methods to thoroughly analyze data, employing various data collection instruments such as pre-tests, post-tests, questionnaires, and teacher observations for an in-depth investigation of the subject matter.
Structure of the thesis
The study consists of five chapters as follows:
Chapter 1: Introduction – presents the rationale, the aim and the research questions, the significance, the scope, the method and the structure of the study
Chapter 2: Literature review – offers the theoretical background to the study, the definition and the importance of vocabulary, teaching English vocabulary to young learners using songs, and the previous research related to the study
Chapter 3: Methodology – includes the setting, the background of participants as well as data collection instruments and procedures for carrying on the research including pre-post-test and questionnaire
Chapter 4: Findings and Discussion – demonstrates the findings and further discussion
Chapter 5: Conclusion – summarizes the main research points, points out the limitation of the study and makes suggestions for further studies
LITERATURE REVIEW
Vocabulary in language teaching and learning
Vocabulary plays a crucial role in language teaching and learning, as it enables learners to communicate fluently and express their ideas effectively Defined as the knowledge of word meanings, vocabulary encompasses all the words in a specific language (Penny, 1996) and includes the words that individuals regularly use in daily life (Nathan, 2013) According to Hatch and Brown (1995), vocabulary can be understood as a list of target language words relevant to a particular language or a compilation of words familiar to the individual speaker Mastering vocabulary is essential for effective communication and expression.
Vocabulary can also be categorized into receptive vocabulary and productive vocabulary or often called passive and active vocabulary (Laufer, 1998) Nation
Receptive vocabulary, as noted by Nation (2001), involves the ability to recognize word forms while listening or reading and understanding their meanings In contrast, productive vocabulary refers to the ability to use words effectively to convey meaning through speaking or writing, which includes retrieving and producing the correct spoken or written forms.
In summary, vocabulary encompasses all the words used to convey ideas and meanings Mastering vocabulary involves more than just memorizing words; students must also understand their forms, meanings, and appropriate usages.
2.1.2 The role of vocabulary in language teaching and learning
Learning vocabulary is a fundamental step in acquiring a second language, as it significantly influences a learner's proficiency level A strong vocabulary is essential for effective communication, and without it, learners may struggle to apply the structures and functions they have studied Nunan (1991) emphasized that having an adequate vocabulary is crucial for successful second language use, as it enables comprehensible communication Many language learners encounter lexical gaps, where they come across words or concepts they cannot fully understand or express as well as they do in their first language Thus, the importance of vocabulary cannot be overstated in the language learning process.
(1990) stated that the importance of vocabulary in language learning is as follows:
Mastering the sounds of a second language is insufficient for effective communication; without a robust vocabulary to convey diverse meanings, meaningful interaction becomes impossible Insufficient vocabulary can hinder both language comprehension and production, leading to feelings of insecurity and potential communication breakdowns.
A primary goal of teaching programs is to enhance students' vocabulary, which is crucial for their reading, writing, listening, and speaking abilities A strong vocabulary aids in reading comprehension, enabling learners to grasp the text effectively In writing, it allows students to articulate and develop their ideas based on the topic For listening skills, a robust vocabulary helps learners understand spoken language more easily, while in speaking, it empowers them to express their thoughts clearly Thus, vocabulary plays a vital role in language acquisition, highlighting the need for teachers to implement effective techniques and provide ample practice.
8 for certain words to make the students understand the meaning of word and apply it in appropriate context.
Characteristics of young learners
Age plays a crucial role in language acquisition, making it essential for educators to recognize the unique traits, instincts, and interests of young learners This understanding impacts various facets of the teaching process, such as selecting effective teaching methods, designing an engaging classroom environment, choosing appropriate teaching aids, and fostering optimal interactions with students Experts highlight specific characteristics of young learners that are vital for successful foreign language instruction.
Research by Scott (1990) and Mustafa (2003) highlights that primary children learn best through hands-on activities, gaining understanding from real-life interactions rather than just explanations Cameron (2001) emphasizes that children construct meaning through their experiences, which is essential for foreign language learning Lightbown and Spada (2001) describe these young learners as eager to use the language, even with limited proficiency However, McKay (2006) notes that while they may practice tenses correctly, they often struggle to grasp the underlying concepts.
According to Halliwel (1992), young language learners exhibit several key characteristics: they excel at interpreting meaning even when they do not fully grasp individual words, demonstrate impressive creativity with limited language, and often acquire language skills indirectly rather than through direct instruction.
Children thrive on creativity and enjoyment in their activities, as their worlds are rich with imagination They eagerly engage in discussions about themselves and respond positively to learning experiences that incorporate their personal lives and interests in the classroom.
In relation to this, Harmer (2001) gave a list of young learner‟s characteristics: (1) Children respond to the language well through concrete things (visual things) rather
Children thrive on engaging, hands-on experiences rather than abstract concepts, as they learn best when actively participating in enjoyable activities Incorporating fun into lessons keeps them engaged and stimulates their thinking Collaborative work is also essential, as children enjoy learning together Additionally, due to their short attention spans, it's crucial to provide a variety of activities to maintain their interest and enhance their learning experience.
Understanding the characteristics, instincts, and interests of young learners is essential for teachers By recognizing these traits, educators can effectively design lessons that ensure full engagement and involvement of young students in the learning process.
Teaching vocabulary to young learners
Students of varying ages possess distinct needs, competencies, and cognitive abilities, which significantly influence teachers' approaches to instruction Young learners, with their limited conceptual awareness, require a different language learning strategy compared to adult learners, who can think abstractly and draw comparisons between linguistic patterns in their native and target languages In contrast, children learn best when the process is engaging and contextualized, as they explore the world through their senses before processing it cognitively Effective vocabulary acquisition occurs when young learners interact with tangible concepts rather than relying on translations or complex explanations, emphasizing the importance of hands-on experiences in language education.
(2007) noted that teaching vocabulary to young learners will be better if the words are given related to children‟s world
Children rapidly learn new vocabulary but often forget it just as quickly; therefore, consistent practice is crucial for retention McCarthy (1996) emphasizes that students can acquire new words more efficiently when provided with ample opportunities to engage with the vocabulary.
To enhance vocabulary learning, teachers should concentrate on five to ten words per lesson instead of inundating students with extensive lists Engaging and enjoyable activities are essential to maintain young learners' enthusiasm and focus, as repetitive practice can become tedious Given children's limited attention spans, it is crucial to design short and diverse tasks that capture their interest and maximize their concentration.
Young learners have distinct study habits compared to adults, as noted by Harmer (2001) They tend to lose interest quickly, making it essential to incorporate vibrant visuals and engaging activities to maintain their attention By utilizing colorful materials and interactive tasks, language teachers can enhance both the enjoyment and comprehension of language input Additionally, the use of gestures and body language proves to be an effective strategy for helping young learners understand new concepts.
Children possess abundant physical energy, making it essential to incorporate movement-based activities in their learning Engaging tasks that utilize their bodies not only help them expend energy positively but also keep them active and motivated When activities are interesting and dynamic, students are more likely to retain the language materials presented.
Cameron (2001) recommends effective techniques for teaching English to learners, including designing lessons around engaging activities and physical movement, selecting content that resonates with children's prior knowledge, incorporating enjoyable tasks that foster success without causing frustration, and promoting collaborative activities that encourage teamwork among students.
Teaching foreign languages to children can be challenging, but using suitable media and techniques tailored to students' abilities and characteristics is essential for maintaining their motivation to learn.
Young learners‟ development through the use of songs in English lessons
Yoon (2000) gave various arguments for the impacts of songs on teaching English to young learners, highlighting its benefits in terms of the child‟s physical, cognitive, emotional and social development
Cognitive development encompasses how individuals perceive, think, and understand their surroundings According to Holden (1999), songs serve as a valuable resource for children, enriching their cognitive growth Exposure to music allows young minds to absorb various notes, tones, and words, thereby enhancing their cognitive abilities Additionally, music aids in information retention and makes repetitive learning more engaging, while the interplay between music and language can also facilitate language acquisition.
Research indicates that listening to anxiolytic music can enhance cognitive functions, particularly in learning environments Morton, Kershner, and Siegel (1990) found that exposure to popular music before learning improved memory capacity and minimized distractions Additionally, Hallam et al (2002) demonstrated that primary school children exhibited significantly better recall memory performance when calming background music was played.
It can be said that a deeper understanding of the cognitive processing of music and language can influence the ways teachers utilize songs in the classrooms
Music serves as an effective tool for enhancing physical development in young children by encouraging movement through song-related activities These interactive lessons allow students to engage in actions such as jumping, hopping, clapping, and waving, promoting a range of developmental skills Unlike traditional lessons that confine young learners to their seats, music-infused activities foster a more dynamic and participatory learning environment.
12 students actively learn language through a lot physical activities As a result, students will be more motivated and involve in class
Engaging in music and movement activities boosts children's confidence in their social interactions and enhances their self-assurance Through music, children experience and imitate a variety of emotions, allowing them to learn how to express different feelings Consequently, it can be concluded that songs play a significant role in fostering the development of emotional intelligence in children.
Singing in groups fosters communication, coordination, and cooperation among members, enhancing social development in children (Koelsch, 2010) Through song activities, children learn the value of teamwork and discover that they can achieve great things by working together These activities teach essential social skills, including taking turns, sharing, and understanding appropriate behaviors in various contexts Additionally, when children engage in music-related activities, they strengthen their bonds with peers who share similar interests, highlighting the positive impact of songs on their social growth.
Teaching vocabulary to primary children through songs
To effectively engage young learners, the teaching and learning process must align with their unique characteristics The quantity of information that children can absorb depends significantly on the teaching methods employed and the manner in which the material is reinforced.
Children learn more effectively when engaged in enjoyable activities, and incorporating English songs into language instruction can significantly enhance their learning experience Music not only aids in the acquisition of new concepts but also assists children in mastering essential skills such as counting, reciting the alphabet, and pronouncing words The effectiveness of using music and songs in language teaching is underscored by the strong connection between music and language development.
The Theory of Multiple Intelligences, proposed by Gardner in 1983, suggests that humans have various independent intellectual capacities, including linguistic, logical-mathematical, and musical intelligence Gardner argues that musical intelligence develops alongside linguistic intelligence, sharing unique characteristics that enhance language processing Ayotte (2004) notes that music and language utilize similar auditory, perceptive, and cognitive mechanisms, which structure the auditory information we perceive.
Music plays a vital role in creating enjoyable and positive learning environments in classrooms, fostering emotional, social, and academic growth among children According to Orlova (1997), songs enhance student participation and engagement, making them an effective tool for teaching English The rhythmic qualities of music capture the attention of young learners, who may otherwise become distracted or bored A classroom atmosphere where every student feels included is crucial for effective teaching Furthermore, songs are memorable and utilize repetitive patterns that reinforce learning while maintaining motivation (Murphey, 1990) Through music, students can easily recall essential vocabulary and understand meanings, especially when accompanied by visual aids and actions.
Music serves as an effective tool for fostering a positive atmosphere and enhancing language learning among young learners The repetitive nature of song lyrics aids in language retention, allowing students to absorb new vocabulary and concepts without the stress often associated with learning a foreign language.
Integrating songs into language lessons can significantly enhance the learning experience Teachers should carefully choose songs that align with the lesson's theme and rhythm to ensure they are relevant and engaging for students Selecting appropriate songs not only supports the educational objectives but also captures students' interest, making language acquisition more enjoyable.
Some difficulties of teaching a foreign language using songs
While incorporating songs in language classrooms offers numerous benefits, teachers must also consider certain challenges According to Murphey (1990), these challenges include the difficulty in selecting songs with appropriate themes, the varying musical preferences among students, and potential classroom management issues, as some students may become overly enthusiastic or disengaged, leading to reluctance in participating.
To address classroom challenges, teachers must consistently monitor the mood of their students When signs of dissatisfaction or distraction arise, it's essential to shift to different activities By investing time in finding suitable songs and asking students about their musical preferences, teachers can enhance engagement in language lessons It's important not to coerce students into singing; instead, encouraging participation by clearly and inspiringly explaining the purpose of song activities can lead to a more active involvement from the students.
It is recommended that the teachers should be aware of these problems that may occur during the lesson and prepare for them in advance.
Procedure to using a song to present vocabulary
Songs can be utilized in various methods based on the class level, song complexity, and available time It is essential for teachers to prepare thoroughly before incorporating a song into vocabulary instruction, as highlighted by Curtain and Dahlberg.
(2004) suggested the following steps for presenting a song in class:
To effectively introduce a song in the classroom, begin by setting the scene to engage students and build anticipation for the lesson Utilize creative methods such as having students guess the song title or revealing related images to spark their curiosity and excitement about the upcoming learning experience.
Step two: pre – teaching vocabulary It is very important for the students to understand the key words necessary for singing the song meaningfully By
16 learning new words, they will do the tasks quickly and actively involved in the lesson
In step three of the lesson, students will engage in listening comprehension by hearing the song two to three times To assess their understanding, the teacher should incorporate activities tailored to the students' proficiency levels, ensuring that the tasks effectively measure their comprehension skills.
Step four involves reading the lyrics aloud, focusing on practicing word pronunciation, intonation, and sound linking The teacher should read each line of the lyrics individually, encouraging the children to repeat the words to enhance their speaking skills.
In step five of the teaching process, the teacher encourages students to practice singing the song line by line It is essential for the teacher to ensure that, after this practice, the children are able to sing the song independently.
In step six, incorporating movement into the song can enhance its appeal to children By adding rhythmic activities like clapping, stamping, shaking, or waving, children are likely to engage more deeply with the music This combination of movement and melody not only makes the experience more enjoyable but also helps students retain the lyrics more effectively.
Step seven: performing the song This step helps students show their ability and confidence.
The activities in teaching vocabulary using songs
Integrating music into children's daily activities is essential for promoting literacy development To effectively learn and retain new vocabulary, students should engage in various task-based activities within the classroom The following outlines commonly used activities that researchers implement in lessons through the use of songs.
Gap-filling is a classic song activity used to teach vocabulary, where teachers create worksheets with omitted words Students must listen carefully to identify and fill in the missing words, making it one of the most popular and effective methods for language learning.
17 activity, and for that reason it is probably overused However, there are many important things to bear in mind when using them to teach vocabulary
The number of words a teacher decides to erase from a song depends on its length, the complexity of the lyrics, and the students' proficiency levels To aid learners, the teacher should include small pictures that depict the missing words, with the corresponding vocabulary printed underneath Alternatively, creating a word bank at the top of the activity can help students with spelling, reducing the need for them to guess the words independently.
In this engaging classroom activity, teachers encourage students to listen attentively and arrange jumbled song lyrics into the correct order The teacher prepares the lyrics by mixing up entire lines, and students must reorder them while listening to the song Depending on their proficiency level, this exercise can be conducted either before or after the listening session If done beforehand, students can verify their arrangements as they listen To enhance participation, teachers can pair students to collaborate on their ordering, followed by small group discussions, and finally a class review.
In this activity, teachers organize students into small groups and ask them to rewrite song lyrics while maintaining the original melody but altering the words This approach provides an excellent opportunity to integrate vocabulary into the lesson, even if the chosen song is not directly related to the subject matter.
Engaging young learners can be challenging, but teachers can encourage creativity by having students rewrite the chorus of a song For more advanced students, assigning one verse of the song to each group allows for collaborative completion, with each group responsible for their specific part This approach culminates in a class performance, showcasing each group's work and enhancing their learning experience.
In this engaging activity, students will create artwork that reflects their interpretation of the music they listen to, offering a unique way to demonstrate their understanding Encouraging diverse methods of expression is crucial in the classroom, and many students enjoy showcasing their learning through illustration This creative exercise not only provides a refreshing break from the typical routine but also results in beautiful new art pieces that can enhance the classroom environment.
Teachers can enhance listening skills by providing students with song lyrics that contain intentional mistakes During the first listening, students should underline the incorrect words and then compare their findings with classmates After verifying the correct words, they should analyze whether the mistakes consist of words or phrases that share the same, similar, or opposite meanings This engaging activity not only promotes collaboration but also deepens their understanding of vocabulary and context.
In summary, these song activities are useful and effective tools that should be applied in vocabulary classes They make the lessons more interesting, enjoyable and effective.
Review of previous studies on the effectiveness of using songs for enhancement
The effectiveness of applying songs in teaching English has been explored in various research studies One of these studies was conducted by Vu Thi Xuan
(2014) which examined the effectiveness of using children songs in developing the third graders' English Vocabulary in Dong Hoa primary schools With the sample of
A study involving 39 students demonstrated that incorporating songs into English language instruction significantly enhanced vocabulary acquisition among elementary learners However, the research primarily relied on questionnaires to assess the effectiveness of music in education To bolster the credibility of the findings, it is essential to utilize additional data collection methods to accurately gauge students' progress.
Research by Apsari (2012) highlights the significance of students' interest in achieving successful teaching and learning outcomes Her empirical study focused on the application of teaching vocabulary to kindergarten students through songs, yielding positive results The findings indicate that songs can be effectively utilized as warm-up and follow-up activities to enhance English vocabulary retention among students By incorporating songs into the learning process, students experience an enjoyable and relaxed learning environment, ultimately leading to a positive reaction in the teaching and learning process.
Nihada & Alisa (2016) conducted a study at Tuzla Primary School to explore the impact of songs on young learners' motivation for learning English The research involved pre-tests, post-tests, and delayed tests alongside a questionnaire survey, with participants divided into an Experimental Group and a Control Group Both groups were pre-tested using a vocabulary test, but the Experimental Group experienced songs in a video format with lyrics, while the Control Group listened to audio-only versions Following the treatment, students completed post-tests and delayed tests at the end of the term The findings revealed that songs significantly enhanced vocabulary retention among young learners, demonstrating their effectiveness for various learning styles and contributing to a positive learning experience.
Research indicates that incorporating songs into English language instruction significantly enhances vocabulary acquisition among young learners.
The literature review of the present study was clearly presented This chapter highlighted some key concepts related to vocabulary acquisition and the strategies
20 to improve vocabulary retention through songs A review of previous studies on the effectiveness of using songs to develop children vocabulary retention was introduced
METHODOLOGY
The current situation of teaching and learning English at the school
A recent study was carried out at a well-maintained private school in Ha Dong District, Ha Noi, which has been operating for five years The school's modern facilities include projectors, internet-connected computers, and speakers in each classroom English is emphasized as one of the three core subjects in the school's curriculum.
The "Next Move" series is an English language teaching resource used in schools, comprising five levels from Next Move 1 to Next Move 5 Each textbook contains 10 units and 10 review lessons, with each unit dedicated to a specific topic and consisting of nine lessons Students are given one academic year, spanning nine months, to complete the book, divided into two semesters where five units are covered in each At the end of the year, students take an achievement test to assess their readiness to advance to the next level, including two key assessments: the first semester test and the final evaluation.
2 nd semester test) designed for this book and followed by two progress tests (mid- term tests)
In the first semester, the researcher identified that young learners faced challenges with vocabulary and lacked engagement in English lessons Instead of participating in textbook activities, they preferred socializing with friends, completing personal assignments, or focusing on other subjects Although they achieved high scores on written tests, their communicative skills remained underdeveloped, with many students feeling too shy to speak, which hindered their language learning progress.
The researcher identified that the primary issue in the teaching process stemmed from the textbook "Next Move," which featured monotonous soundtracks and unengaging melodies for vocabulary presentation This lack of appeal led to challenges for inexperienced teachers who depended heavily on the textbook for lesson planning and teaching strategies, resulting in difficulty engaging students in learning activities Consequently, some teachers deemed the songs as a waste of time and opted to skip this section of the textbook altogether.
The researcher aimed to enhance young learners' English vocabulary acquisition by introducing innovative teaching methods Recognizing the need for more engaging techniques during vocabulary lessons, a shift in instructional approach was deemed essential To address the monotony of textbook songs, the teacher selected alternative songs from external sources and incorporated interactive activities, thereby increasing student involvement and improving vocabulary competence.
The participants
The study involved fifty-four second-grade students from two classes, all of the same age but varying in English proficiency levels Each student had been learning English for two years, attending six thirty-five-minute lessons weekly Participants were conveniently selected, as they had been taught by the researcher since the first semester.
The first class consisted of 28 students, the majority of whom regarded English as their favorite subject Their enthusiasm for learning English was evident during lessons, where they demonstrated obedience and a strong work ethic Most students consistently aimed to complete their tasks promptly, driven by their genuine passion for the language.
In the first semester, 79% of students demonstrated strong English proficiency, achieving final grades between 8.5 and 10, while 21% scored between 6.5 and 7.9 Notably, all students scored above average, indicating that the majority possess a solid command of the English language.
The second class, a mixed-ability group of 26 students, did not perform as well as the first With many students exhibiting low proficiency in English, only 41% were classified as very good in the first semester Despite these challenges, most students demonstrated obedience and a strong work ethic, consistently striving to complete all assigned English tasks in class.
Every week, the students had six English lessons basing on Next move 2 The study was carried out in 12 weeks (3 months).
Design of the study
This study utilized action research as its methodological approach, a method recognized by Ferrance (2000) as prevalent in contemporary educational settings Action research empowers practitioners to examine their professional practices and formulate their own questions aimed at improvement This approach enables classroom teachers to gain insights into their teaching environments and identify necessary changes that can enhance both teaching and learning outcomes.
Action research serves as a valuable tool for bridging the gap between educational theory and practice, as noted by Johnson (2012) Through this process, teachers gain insights into the discrepancies between their beliefs and actual implementation in the classroom Essentially, action research enables educators to evaluate the effectiveness of particular instructional strategies on the performance of individual students, fostering a more informed teaching approach.
Action research empowers teachers to enhance their understanding of teaching and learning, positioning them as experts in their field By reflecting on their actions and experiences, educators can pinpoint effective skills and strategies that contribute to their professional development.
Action research is highly relevant to the current study, as it can greatly enhance student performance and foster teacher self-improvement This study utilizes Lewin's (1946) action research model, which features a spiral process consisting of four key steps: planning, acting, observing, and reflecting.
The study was initiated to enhance young students' English vocabulary acquisition, addressing the challenges posed by ineffective teaching methods and monotonous listening tasks These factors, along with the lackluster melodies of textbook songs, contributed to low student motivation and poor vocabulary retention The researcher aimed to explore effective strategies for improvement.
Here are 25 effective techniques to enhance student motivation in learning vocabulary through songs During the planning phase, the researcher focused on identifying song-based activities that align with the book's content and crafted lesson plans incorporating these selected activities.
From the writer‟s teaching experience, suggestions from the colleagues and the theoretical background of the study stated in Chapter 1, the following strategies were designed to improve the problem:
Choosing suitable and interesting songs to use in English lessons
Preparing interesting activities using songs to involve and motivate the students to speak
Changing the classroom‟s atmosphere in a positive way
Encouraging all students to participate and perform activities in class; and
Avoiding interrupting students for correcting mistakes when they are performing
The initial step involved identifying and investigating the need for a new approach to enhance students' ability to recall English vocabulary effectively.
To assess students' vocabulary levels prior to the intervention, the researcher developed a 35-minute vocabulary test (Appendix 1), which was refined through consultations with experienced teachers and a supervisor Following their feedback, necessary adjustments were made to ensure clarity and relevance Detailed instructions were provided to the students to facilitate comprehension and accurate responses, allowing them to complete the test independently.
26 own opinions which were not influenced by other factors Their result would be compared with the result of another test that would be given later
The teacher developed a tailored lesson plan based on pre-test results, focusing on vocabulary instruction through songs for Units 6 (Fruits), 7 (Body Parts), and 8 (Toys) in the Next Move 2 Student's Book To enhance young learners' vocabulary retention, the researcher supplemented the textbook's monotonous melodies with songs sourced from YouTube, ensuring they aligned with the language focus of each unit The selected songs featured age-appropriate lyrics that were easily understandable and clearly pronounced Each lesson incorporated two specific activities, as outlined in section 2.8, with detailed presentations available in Appendix 5.
Throughout the research period, lesson plans were continuously refined based on daily observations After the young learners completed all three units, a post-test was administered to assess their achievements At this stage, the researcher analyzed student participation to determine any changes in their attitudes throughout the intervention.
Teacher observation is crucial in this study, as the researcher utilized observation sheets to refine the action plan These sheets are divided into three sections: class activities, learner outcomes, and improvement suggestions Initially, the researcher documented the activities conducted during song lessons and assessed student engagement Subsequently, student performance was evaluated based on pronunciation, spelling, and retention The suggestions section served as a basis for making essential adjustments to the lesson plan and in-class activities.
In short, when observing students in class, the researcher was supposed to figure out what activities interest young learners and what do not The adjustment should be occurred immediately
In this stage, the researcher analyzed the data collected after implementing the action plan over twelve weeks to assess its effectiveness To address the research question, “To what extent do songs contribute to young learners’ improvement of English vocabulary?”, a post-test was administered to the students following the intervention The analysis involved a careful comparison of the post-test results with the pre-test data, allowing for an evaluation of the proposed solution and the formulation of recommendations based on the findings.
Last week, questionnaires were distributed directly to students to ensure effective implementation To prevent misunderstandings, the questionnaires were created in Vietnamese, tailored to the learners' age and level During the completion process, the researcher provided essential assistance to students facing difficulties Participants were allotted fifteen minutes to finish the questionnaire, after which the researcher collected and assessed the quality of their responses.
Data collection instruments
This research utilized both qualitative and quantitative methods, incorporating various instruments such as pre-tests, post-tests, questionnaires, and teacher observations The pre-tests and post-tests were designed to assess learners' vocabulary, while the questionnaires aimed to gauge learners' reactions to the new teaching approach.
In other words, students' progress in vocabulary acquisition was measured according to the following criteria: students‟ word recognition and comprehension
(based on the tests), students‟ pronunciation (based on teacher‟s observation sheet), and students' attitudes in learning vocabulary (based on the questionnaires)
The researcher employed pre-tests and post-tests to assess young learners' vocabulary retention, ensuring both tests had the same format, length, and difficulty level The pre-test evaluated students' vocabulary knowledge on topics covered in the first semester, such as animals and food, allowing the teacher to gauge their initial understanding before the intervention Following the intervention, the post-test focused on vocabulary taught over three months, with higher scores indicating the intervention's effectiveness By comparing the results of both tests, the researcher could measure the improvement in students' vocabulary retention attributable to the use of songs in teaching.
The writer utilized Revised Bloom's Taxonomy by Anderson & Krathwohl (2001) to develop test questions, primarily focusing on the first two categories based on participants' ages The first criterion emphasized remembering, requiring students to recognize and recall vocabulary learned throughout the semester The second criterion assessed comprehension, ensuring that test tasks evaluated students' understanding of word meanings.
Figure 3.2: The Revised Bloom's Taxonomy
The writer considers Thornbury's (2002) perspective on vocabulary testing, emphasizing key factors such as validity—ensuring the test accurately assesses the intended skills, practicality—evaluating the ease of administration, backwash—determining the test's positive impact on learning, and reliability—confirming consistent outcomes for students with similar abilities.
The tests comprised three tasks as follows:
Find the words Write the number to the correct words Complete the words
Find the words/Write the number to the correct word
Complete the word Write the word
To explore young learners' attitudes towards vocabulary acquisition through songs, the researcher conducted direct observations of student performance in the classroom The teacher recorded the students' reactions during lessons to assess the effectiveness of the activities The findings from these observations informed reflections on necessary adjustments throughout the intervention.
This is an example of observation sheet (see Appendix 4)
Students’ attitude after each lesson
(pineapple, banana, watermelon, pear, apple, orange)
Pre- stage Set the scene:
- Teacher divides class into 4 teams and show them a hidden picture (a GIF picture of teacher dancing at a supermarket)
- Students answer 4 questions about fruits to uncover the picture
The students are excited to discover the picture The class atmosphere is fun and a little noisy
While- stage There is no problem with students „misunderstanding
- Teacher divides class into 4 groups and gives each group a song lyrics that have certain words omitted
- Teacher gives each group a set of different pictures about fruits
- Teacher asks students to guess what word is missing and stick the fruit picture into the blanks toward teacher‟s instruction
Students engage in a hands-on activity where they replace words in blanks with colorful pictures of fruits This visual approach captures their interest, enhancing focus and participation in the task As a result, the activity is deemed successful in promoting learning.
- Teacher asks students to picture the song in mind and draw different kind of fruits that presented in the song
- Teacher invites some volunteers to come in front and talk about their drawing
- The students are involved in the activity
- All of the students in the class are excited to see their friends‟ beautiful pictures Most of them draw and name exactly fruits that presented in the song
After recording students‟ attitude, teacher took note about the improvement of the students at the end of the lesson
Use the word in a certain context
Student 1 √ √ A little shy when being asked to use the word to make sentences
Student 3 Need to pay more attention to the word
Student 4 √ Need to practice spelling more
Comments and suggestion for improvements:
The students' vocal expressions, vocabulary, and interactions have significantly improved due to their enthusiasm for song activities Their confidence has notably increased when performing songs and showcasing their work, and they demonstrate excellent cooperation with their peers.
Sometimes the students make too much noise when working in group Teacher should apply several useful classroom management techniques in the next lesson
In this study, a questionnaire was utilized as the third data collection instrument due to its popularity and ease of preparation, making it suitable for a large sample size After the intervention, the questionnaire was administered to students to gather insights into their attitudes toward song-based activities and to assess any changes or achievements resulting from the treatment.
The questionnaire includes three key questions designed to assess students' attitudes towards using songs in lessons, evaluate the benefits of songs for vocabulary learning, and identify the most effective song-based activities To ensure clarity, the questions were written in simple language, and the researcher provided Vietnamese translations to eliminate any potential confusion.
Data analysis method
The current research involves analyzing quantitative data derived from students' pre-test and post-test results This analysis is conducted by calculating the average scores, or mean scores, of both tests The mean is determined by summing all the students' scores and dividing by the total number of individuals The data analysis method is based on the formula adapted from Djiwandono (2008).
N Where: M: Mean score of the students‟ achievement
∑X: the sum of the total score
N: The total number of the students
The data collected from the questionnaires were statistically analyzed by calculating the number of responses and their corresponding percentages To enhance clarity and understanding, the results were presented in charts and tables.
In the study, the observation of the researcher is considered as a crucial element The data of classroom observation were supported by observation sheet (Appendix
4) After each teaching and learning process, the notes was analyzed to get information about the students‟ performance in the classroom.
Summary
This chapter outlines the design and methodology of the study, detailing the research method and data instruments used It explains the rationale behind the selected methods and describes the data collection procedure and the consistent implementation of the intervention The findings, which will address the research question, will be presented in the following chapter.
FINDINGS AND DISCUSSION
Analysis of the tests
Quantitative data was collected through pre-test and post-test assessments, each consisting of three identical tasks designed to evaluate students' vocabulary achievement Both tests maintained consistent difficulty levels, question counts, and test items, with a maximum score of 10 points and clearly defined marking criteria for each task The results, displayed in the following tables, illustrate the test scores of students from two different classes.
Table 4.1: The results of pre-test and post-test of the first class
Subject Pre-test Post- test
Figure 4.1: The mean score of average mark of the first class
Chart 4.1 reveals that the mean score of the post-test (M= 8.75) exceeded that of the pre-test (M= 8.1), indicating a positive trend in student performance This data suggests that the students in the first class experienced improved vocabulary retention following the intervention.
Table 4.2: The results of pre-test and post-test of the second class
Subject Pre-test Post- test
Figure 4.2: The mean score of average mark of the second class
The analysis of the data reveals that the mean score of the pre-test was 7.5, while the post-test mean score improved to 8.3 This indicates that students demonstrated significant progress following the intervention, particularly in the second class, which benefited from song activities over a three-month period.
In conclusion, young learners have shown significant improvement in test scores compared to previous performance The implementation of song activities has yielded positive outcomes, greatly enhancing their English learning experience.
Analysis of class observation
This study utilized observation notes during the intervention to gather direct feedback from students and monitor their progress The researcher documented student reactions to various activities, revealing that most classroom activities effectively engaged young learners and contributed significantly to positive student outcomes.
Each lesson was mainly based on the topic in student‟s book and followed the order of the targeted content To create a more motivating learning atmosphere, the
In a recent lesson, a teacher incorporated various song activities to enhance vocabulary learning, allowing students to hear proper pronunciation At the lesson's conclusion, the teacher assessed students' retention of vocabulary through pronunciation, spelling, and meaning, documenting their progress Observation sheets revealed that most students accurately pronounced the words after listening to a native speaker; however, some struggled with specific sounds, such as /dʒ/, /s/, and /tʃ/ The teacher provided individual corrections for mispronunciations during class.
The observation sheet revealed that students' spelling abilities improved through word games during song lessons When the teacher presented pictures, most young learners confidently spelled the corresponding words Additionally, the post-test results demonstrated enhanced retention of spelling, with an increase in correct answers in the "complete the words" and "write the words" sections This indicates that young learners are now retaining more vocabulary and paying greater attention to spelling than before.
During the intervention, students showcased their passion for English songs by sharing video clips of themselves singing their favorite tracks at home This engagement allowed them to effectively utilize new vocabulary, as they practiced constructing sentences and speaking English in relatable contexts, such as discussing various fruits they had at home This demonstrated their ability to apply learned vocabulary meaningfully, highlighting that the use of songs significantly enhanced their retention of English vocabulary.
A survey was conducted with fifty-four second-grade students to assess their attitudes towards using songs in lessons The analysis focused on three main categories: students' perceptions of incorporating songs into their learning, the benefits of using songs for educational purposes, and the overall impact on students' learning experiences.
40 preference activities The obtained data showing the percentages for each item in the questionnaire were presented as follows:
Table 4.3: Students’ responses to the questionnaire
Question 1: What do you think about the lessons using songs? Choose ONE option that best describe your choice
Percentages a.Very interesting 31 57% b.Quite interesting 21 39.3% c.Neutral 2 3.7% d Boring 0 0
Question 2: Do you think the lessons using songs have made English easier for you to learn?
Percentages a Yes 52 96% b No 0 0 c I don‟t know 2 4%
Question 3: What activities do you like after learning the lessons using songs?
Put a tick (√) in any option that suits you
Percentages a Gap- filling 41 76% b Jumbled lines 37 69% c Rewrite the lyrics 24 44.4% d Draw the song 48 88.9% e Spot the mistakes 18 33.3%
Figure 4.3: Students’ attitude towards learning English through songs
A survey on students' enjoyment of learning English through songs revealed positive results, with 33 students (approximately 61.3%) finding it very interesting, 19 students (about 35%) considering it quite interesting, and only 2 students (approximately 3.7%) remaining neutral Notably, none of the participants described the experience as boring, indicating the success of the action research.
A survey revealed that 96% of students believe that incorporating songs into lessons has significantly simplified their English learning experience, while only 2.5% expressed uncertainty about this approach This indicates that using songs in educational settings has a positive impact on students' learning progress.
Very interesting Quite interesting Neutral Boring
Figure 4.4: the student’s preference activities during lessons using songs
According to students‟ evaluation, the most effective activity is draw the song
A significant majority of students, approximately 88.9%, preferred to showcase their learning through illustrations Gap-filling emerged as the most favored activity, with 76% of students (41 individuals) selecting it Additionally, 69% of students (37 individuals) found jumbled lines engaging Rewriting lyrics ranked fourth among their favorite activities Conversely, the least effective activity, according to students, was spotting mistakes, with only about 33.3% expressing interest in it.
This study aimed to enhance English vocabulary acquisition among young learners through the use of songs The findings indicate a positive correlation between song usage and improved vocabulary retention among students Based on test results, questionnaires, and teacher observations, it can be concluded that incorporating songs significantly aids in vocabulary improvement and fosters language development in students.
0 20 40 60 80 100 a Gap- filling b Jumbled lines c Rewrite the lyrics d Draw the song e Spot the mistakes
Incorporating songs into English learning enhances students' confidence and boosts their motivation, leading to improved academic performance This aligns with existing research that highlights the positive impact of music on student achievement.
Engaging in song activities enhances students' self-confidence and teamwork skills, fostering a cooperative and supportive environment that contributes to group success This aligns with learning theories that emphasize knowledge construction through interaction with one's surroundings Additionally, most students expressed positive attitudes towards this teaching method, indicating that they enjoyed the learning experience.
This study demonstrated the positive impact of using songs on primary students' English vocabulary retention, revealing that students showed gradual improvement in vocabulary acquisition over a three-month intervention period Feedback from students indicated high satisfaction with the songs and activities introduced in class, contributing to a more conducive teaching and learning atmosphere As a result, students exhibited increased motivation and engagement in their learning The findings underscore the necessity and practicality of incorporating songs in English vocabulary instruction.
Discussion
This study aimed to enhance English vocabulary acquisition among young learners through the use of songs The findings indicate a positive impact, demonstrating that songs significantly improve vocabulary retention Data collected from tests, questionnaires, and teacher observations suggest that incorporating songs into lessons effectively aids students in expanding their vocabulary.
0 20 40 60 80 100 a Gap- filling b Jumbled lines c Rewrite the lyrics d Draw the song e Spot the mistakes
Incorporating songs into English language learning significantly boosts students' confidence and motivation, leading to improved academic results This aligns with existing research that highlights the positive impact of music on students' achievements in educational settings.
Engaging in song activities enhances students' self-confidence and teamwork abilities, fostering cooperation and support for group success This aligns with learning theories that emphasize knowledge construction through environmental interaction Additionally, the majority of students expressed positive attitudes toward this teaching method, appreciating the enjoyable approach to learning.
This study demonstrated the positive impact of using songs to enhance primary students' English vocabulary retention Over a three-month intervention, students showed gradual improvement in vocabulary acquisition Feedback from students indicated satisfaction with the songs and activities, contributing to a more conducive teaching and learning atmosphere The findings emphasized the effectiveness and practicality of incorporating songs in English vocabulary instruction, leading to increased motivation and engagement among students.
CONCLUSION
Summary of the findings and discussion
The research provides insights into teaching vocabulary to primary children using songs, employing various instruments like pre-tests, post-tests, questionnaires, and observations The study successfully met its objectives, effectively answering the research questions Additionally, the findings align well with previous studies in the field.
The intervention's results were rigorously analyzed after three months, revealing significant positive effects of songs on vocabulary acquisition among young learners A comparison of pre-test and post-test data indicated that 54 students showed notable progress in vocabulary retention, particularly in spelling, pronunciation, and meaning The findings suggest that students found it easier to learn and remember words through engaging activities that provided meaningful context, indicating a strong preference for these enjoyable lesson components.
Overall, the result of the study proves that songs can be successfully implemented at the school and it can be a helpful tool for teaching English vocabulary.
Pedagogical implications
Firstly, before applying a song in a lesson, teacher should carefully choose the song that suit the language focus of the unit The suitability of a song depends on how
To effectively teach using songs, it's essential that the lyrics are easily understood and clearly pronounced The choice of songs and accompanying activities should align with the students' language proficiency levels; lower-level students may struggle with fast-paced lyrics, while advanced learners may find simple, repetitive lyrics unengaging.
When selecting songs for the classroom, it's essential to ensure that the language aligns with educational standards and is appropriate for children's English proficiency Additionally, choosing music that resonates with children's interests can enhance their engagement and learning experience.
Recommendations of the study
Teachers must undergo a significant shift in their beliefs regarding the incorporation of songs into lessons The findings of this study highlight that songs serve as effective pedagogical tools It is essential for educators to enhance their background knowledge in this area to improve their vocabulary teaching techniques through the use of songs.
Effective lesson preparation is crucial for teachers, particularly in primary English education Educators should adopt a flexible and proactive approach in selecting and adapting teaching methods and techniques that align with the language focus This adaptability is essential for fostering student engagement and participation in lessons.
Textbook writers should enhance the teaching experience by providing engaging audio soundtracks and recommending websites where primary teachers can access supplemental materials, in addition to traditional audio-visual aids like CDs, pictures, flashcards, and e-books.
Textbook authors should include strategies for teaching English to young learners through songs in the Teacher's Book and organize seminars to demonstrate effective application of these methods.
Limitations of the study
Despite the careful implementation of the study, certain limitations persist due to its scope and inherent weaknesses With only fifty-four students participating, the sample size is relatively small, which may hinder the generalizability of the findings to all second-grade students in primary schools The results would have been more compelling had the research included a larger number of participants.
The duration required for students to master a song emerged as a significant concern during the research If time permits, incorporating more song-related activities could be beneficial Conducting similar studies from the start to the end of the school year is recommended to achieve more sustainable effects and reliable outcomes.
This study highlights the effectiveness of using songs to teach vocabulary, providing teachers with greater confidence in this approach However, it is limited in scope, being a small-scale action research project conducted in just two primary school classes Future research should expand to a larger scale and explore the use of songs for teaching various English skills beyond vocabulary.
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I/ Find and circle the word (2.5 pts) There is one example donkey ants caterpillars ladybug goat chickens
I/ Complete the words (2.5 pts) There is one example
1) onions 2) pepp rs 3) b na as
4) c rr ts 5) pot to s 6) to a oes
II/ Write the words (5 pts) There is one example
I/ Look, read and write the number (2.5 pts)
II/ Look, write then number There is one example (2.5 pts)
III/ Rearrange the letter to make a complete word (5 pts)
Appendix 3 – Questionnaire QUESTIONNAIRE FOR STUDENTS
Question 1: What do you think about the lessons using songs? Choose ONE option that best describe your choice a Very interesting b Quite interesting c Neutral d Boring
Question 2: Do you think the lessons using songs have made English easier for you to learn? Choose ONE option that best describe your choice a Yes b No c I don‟t know
Question 3: What activities do you like after learning the lessons using songs? Put a tick (√) in any options that suits you a gap - filling b jumbled lines c rewrite the lyrics d draw the song e spot the mistakes
- The end - Thank you very much for your collaboration!
1 Students’ attitude after each lesson
Topic Stages and activities Students’ attitude
Use the word in a certain context
3 Comments and suggestion for improvements
Appendix 5 – Sample Lesson plan LESSON PLAN – NEXT MOVE 2
Teacher: Đinh Thị Thùy Dung Date: January 12 th 2020 Unit 6 – Lesson 1: Vocabulary
Aims: By the end of the lesson, students will be able to remember the pronunciation and the meaning of new vocabulary about fruits
Language focus: pineapple, banana, watermelon, pear, apple, orange
Teacher: Lesson plan, projector, slides, flashcards and handouts
Students: Student‟s book, pens, pencils
To let students have a good mood for being ready to learn and lead students in the lesson
- Teacher divides class into 4 teams and show them a hidden picture (a GIF picture of teacher dancing at a supermarket)
- Students answer 4 questions about fruits to uncover the picture
- When the picture appears, teacher asks students some eliciting questions:
+What can you see in the picture?
+ Who is it? What is it?
+ Can you guess where am I going? What am I doing? ( teacher is singing at the supermarket)
Teacher leads in new lessons: “As you can see, Ms Dung is at the supermarket to buy a lot of fruits Look! I am very happy
IX and I‟m singing fruit song”
To help stud remember the pronunciation and the meaning of new vocabulary
- Teacher asks students to look at the picture and guess what kinds of fruits does teacher want to buy?
- Teacher divides class into 4 groups and gives each group a song lyrics that have certain words omitted
- Teacher gives each group a set of different pictures about fruits
- Teacher asks students to guess what word is missing and stick the fruit picture into the blanks
2 Introduce fruit songs (Due to the monotonous melody of the songs in the textbook, teacher replaces it with the song from external resources)
- Teacher plays the song for students to listen for the first time
Students listen to check prediction
- Teacher plays the song for the 2nd time: Students listen and stick correct picture into the gaps
- Teacher plays the song for the 3 rd time and ask students to work in pair to check the answer pair work
3 Practice new words through singing the songs
- Teacher reads the lyrics sentence by sentence for students to remember the pronunciation of the words
- Teacher checks student‟s pronunciation randomly
- Teacher asks students to practice reading the sing in group The best group gets 10 stars