INTRODUCTION
The aims and objectives of the study
Listening is a vital skill that significantly influences the quality of interpersonal relationships (Hidayat, 2013) Additionally, incorporating music into the classroom can transform the learning environment and enhance student engagement (Harmer, 2001) I concur with Ocak's perspective on the importance of these elements in education.
Songs are valuable teaching tools in EFL (English as a Foreign Language) classrooms, as they engage students who enjoy music Incorporating English songs fosters a positive learning environment, alleviates anxiety, sparks interest, and motivates students to learn the target language This effectiveness in enhancing listening skills is why the researcher has chosen the topic: “A study on using songs in teaching English to 10th graders at Nguyễn Hữu Cảnh High School.”
From the result of the research, researcher expects that English teachers and learners can have some useful solutions for using English songs in teaching and learning listening skill
The aim of this study is to investigate the effectiveness of using songs in teaching listening skill to the students at Nguyễn Hữu Cảnh High School
Moreover, this study will be useful for those concerning about how to use English songs to teach listening to students
To gain the mentioned aims, researcher has some objectives as following:
To find out what are benefits of using English songs in teaching listening skill
To find out what problems teachers have in teaching listening through English songs
To find out the suggestions that can be applied for using English songs in teaching listening skill at Nguyễn Hữu Cảnh High School.
Research questions
In order for all the aforementioned aims and objectives to be achieved, the following research questions are put forward:
The study answers three research questions:
1 What are benefits of listening English songs for improving listening skill of
10 th students at Nguyễn Hữu Cảnh High School?
2 What are the difficulties the teachers/learners often face when teaching/learning listening lessons with English songs?
3 What are the suggestions in using English songs to enhance students’ listening skill?
Scope of the study
This study examines the effectiveness of using popular English songs with soft melodies and simple lyrics to enhance listening skills among students at Nguyen Huu Canh High School The research involved 60 students during the 2018-2019 academic year.
Significance of the study
The researcher aims for this study to enhance students' interest in learning listening skills and facilitate easier lesson retention Additionally, she hopes to provide valuable insights for teachers at Nguyễn Hữu Cảnh High School and beyond, enabling them to teach listening skills effectively through the use of English songs.
This study consists of 5 chapters as follows:
This chapter includes rationale, aims and objectives, research questions, scope of the study and organization of the study
This chapter presents the previous study related to the thesis, the theoretical background of the study
This chapter introduces participants; materials and procedure
This chapter focuses on identifying and analyzing the efficiency of using English songs in teaching listening skill
This chapter includes Conclusion, Implications, limitations, and suggestions for further study.
THEORETICAL BACKGROUND
Previous studies
Listening is a crucial skill for EFL teachers and learners alike, prompting extensive research into effective methods for teaching and learning this skill A significant focus has been placed on the use of English songs as a tool for enhancing listening abilities Numerous scholars have published works dedicated to exploring strategies for teaching listening and the benefits of incorporating music into English language instruction.
Andrew Yau Hau Tse, a teacher of English in Malaysia conducted a thesis on
This study explores the perspectives of Malaysian ESL teachers on the use of songs in English language teaching It focuses on their beliefs regarding the pedagogical value of songs, their attitudes towards incorporating music into the classroom, and their reflections on the impact of songs on language learning By examining these aspects, the research aims to highlight the significance of songs as a tool for enhancing English language instruction in Malaysia.
Hans Mol's research in Australia highlights the benefits of using songs in English classrooms, emphasizing that they aid learners in understanding word stress, intonation, and the rhythm of spoken or sung language Additionally, he notes that songs enhance memorization, making them a valuable tool for language acquisition.
According to Yagang (1993), listening difficulties for learners stem from four key factors: the message, the speaker, the listener, and the physical environment He also proposed solutions to these challenges, enabling EFL teachers to enhance their instructional methods effectively.
5 their students with suitable listening materials, background and linguistic knowledge, comfortable classroom conditions, enabling skills and useful drills to encourage them to gain listening strategies effectively
In her 2005 study, Jian emphasized the importance of teaching listening skills within a communicative classroom setting She highlighted the drawbacks of traditional listening instruction, where teachers often function as mere "tape-recorders" and students remain "passive listeners." Through her experience, Jian identified effective communicative approaches to enhance listening education.
In communicative classes, students engage in a dynamic learning environment that includes diverse listening tasks and strategies, enhancing their listening skills and active participation Consequently, Communicative Language Teaching demands that educators move away from traditional teaching methods and develop a broader range of knowledge and skills.
Millington (2011) discussed how songs could help learners improve their listening skills and pronunciation, and how they could be useful in the teaching of vocabulary and sentence structures
Sevik (2012) highlighted the significance of listening skills for young foreign language learners and examined the advantages of using songs as effective listening activities Numerous resources, including Adonnowski's "ESL Song Book" (1997), Cross's "A Practical Handbook of Language Learning" (1991), and Murpley's "Music and Songs" (1992), emphasize the role of songs in language teaching However, there is a scarcity of literature focusing on the application of songs for teaching specific language skills under particular conditions.
In Vietnam, this issue has also been received much attention via various studies
Do Van Hoa (2010) suggested that third-year students at Hong Duc University in Thanh Hoa province could enhance their listening skills by utilizing portfolios The research highlighted the significance of portfolios in fostering self-study among students, particularly in improving their listening abilities The pedagogical implications of the study's findings underscore the value of integrating portfolio-based learning in educational practices.
6 were believed to be useful for teachers to be aware of the essential role of portfolios to the students' self- study in the listening skills
Nguyen Thi Thanh Huyen (2010) proposed the use of songs as supplementary materials to enhance listening skills among first-year non-English major students at Phuong Dong University in Hanoi This approach aims to dispel students' biases against listening exercises, foster their interest, and ultimately improve their listening abilities.
Tran Thi Tuyet Mai (2010) at Duy Tien High school conducted a study titled
This article explores the effectiveness of using English traditional songs to enhance pronunciation among high school students It aims to determine whether these songs can improve students' pronunciation skills and to identify the most effective methods for integrating traditional English music into pronunciation lessons.
Tran Thi Oanh (2008) conducted a study titled “The Use of Song to Improve Listening Skills for Students at ITC Foreign Language Center in Hai Duong,” focusing on the effectiveness of incorporating songs into listening skill instruction Her research highlights the benefits of using music as a tool to enhance students' listening abilities.
Bui Thi Thu (2011) demonstrated that incorporating songs into English grammar lessons significantly enhances student motivation She highlighted that English songs are effective tools for aiding students in memorizing grammatical rules with greater ease.
In summary, the review highlights that researchers have primarily concentrated on general principles for teaching listening skills and the challenges learners encounter, along with proposed solutions to improve these skills While these findings are crucial for listening classes, the role of English songs in teaching listening has not been thoroughly investigated Consequently, this thesis aims to examine the effectiveness of using English songs to enhance listening skills.
Theoretical background
Listening is a crucial method of gathering information in our lives and is the most frequently used language activity According to Cahyono & Widiati (2009), newborns first listen to their surroundings to internalize linguistic input before they begin to speak, read, and write Wolvin (2012) estimates that individuals spend up to 55% of their day listening, highlighting the importance of this skill Additionally, Brown (2010) emphasizes that people engage in listening more than speaking, further underscoring its significance in communication.
Listening is a crucial skill for effective social interactions, as highlighted by Hsu et al (2013), who found that individuals absorb new information more efficiently through listening compared to reading Furthermore, Cahyono and Widiati (2009) emphasize that among the four core language skills—listening, speaking, reading, and writing—listening is inherently the primary skill in acquiring a native language.
Listening is a complex problem-solving skill that goes beyond merely perceiving sounds; it encompasses the comprehension of words, phrases, sentences, and connected discourse (Oxford, 1993) As highlighted by Saricoban (1999), listening is a fundamental language skill that serves as a vital medium for individuals of all ages to acquire information, understand the world, develop ideals and values, and cultivate appreciation.
According to Hasyuni (2006, p 8), listening is a creative skill that involves understanding sounds and transforming words and vocal nuances into meaningful interpretations Additionally, Russel and Russel (Hasyuni, 2006, p 8) emphasize that effective listening requires comprehension, attention, and appreciation Consequently, listening activities necessitate the integration of various language skills, including pronunciation, vocabulary mastery, writing, speaking, and reading.
Listening skill can be meant as ability to pay attention or to hear something But, listening is not same as hearing Hearing is essentially an automatic, passive activity
Listening is an active and complex process that goes beyond merely hearing sounds; it involves interpreting the meaning and message behind words According to Mee (1990), this intricate mental activity occurs simultaneously and requires more than just labeling sounds In fact, many people underestimate the challenges associated with effective listening.
Previous research highlights that listening involves not only identifying but also understanding spoken language This complex skill can be enhanced by activating students' prior knowledge, which aids their comprehension Additionally, teachers can facilitate listening by training students in various listening techniques to alleviate challenges they may face.
According to Wolvin and Coakley (1996) (cited in Goh, 2000), five types of listening have been identified according to their purposes as follows:
Discriminative listening involves distinguishing between sound and visual stimuli without focusing on their meaning, primarily concentrating on auditory elements In basic level classes, this can include recognizing the gender of speakers or the number of individuals speaking The emphasis is not on comprehension but on familiarizing the ears with different sounds This process mirrors the early stages of L1 listening, where a child learns to respond to sound stimuli and can eventually recognize their parents' voices among many others.
Depending on the level of the students, the listening can be discriminating sound to identifying individual words
Comprehensive listening is a fundamental type of listening that emphasizes understanding the message being conveyed It serves as the foundation for the subsequent three listening types However, challenges may arise when individuals interpret the same message in various ways Therefore, significant effort is required in classroom settings to enhance students' comprehension skills and facilitate their development in this area.
Therapeutic listening is a form of empathetic listening where the listener offers support without verbal responses, allowing the speaker to express their thoughts and feelings freely This approach is crucial for fostering strong interpersonal relationships, as it creates a safe space for individuals to work through their problems.
Critical listening is the fourth kind of listening where listeners have to evaluate the message Listeners have to critically respond to the message and give their opinion
Appreciative listening emphasizes the enjoyment derived from listening, particularly when students engage with English music Even without full comprehension, students find joy in the experience, highlighting the concept of comprehensive listening as foundational for other listening types Typically, students first listen to a song without lyrics, attempting to decipher the words, and then listen again with the lyrics This approach often leads to a deeper appreciation of the song, illustrating the connection between understanding and enjoyment in the listening experience.
The exploration of the five types of listening proved to be both informative and thought-provoking, highlighting the adage that teaching enhances learning.
According to Johna Kline (1996, p 29 - 42), different situations require different types of listening We may listen to obtain information, improve a relationship, gain appreciation for something, make discriminations, or engage in a
10 critical evaluation While certain skills are basic and necessary for all types of listening, each type requires some special skills He identified five types of listening
Informative listening focuses on the listener's primary goal of comprehending the message being conveyed Success in this form of listening is measured by how closely the listener's interpretation aligns with the sender's intended meaning This type of listening is prevalent in various aspects of our lives and plays a crucial role in our learning processes.
Relationship listening focuses on enhancing individual well-being and improving interpersonal connections A specialized form of this is therapeutic listening, often employed by counselors and medical professionals, allowing individuals to express their concerns This approach is equally valuable in everyday interactions with friends and acquaintances, providing them a space to share their thoughts Effective relationship listening prioritizes understanding over mere information gathering, highlighting three essential behaviors: attending, supporting, and empathizing.
Appreciative listening involves enjoying music, speakers with appealing styles, and personal preferences in theater, television, radio, or film It is characterized by the listener's response rather than the message source The effectiveness of appreciative listening is significantly influenced by three key factors: presentation, perception, and prior experience.
Critical listening is vital in a democracy, impacting various aspects of life, including work, community engagement, and family interactions It is crucial when dealing with politicians, media, sales representatives, and advocates of different policies, as well as addressing our own diverse needs Prioritizing critical listening enhances our ability to evaluate the expertise and reliability of information sources, fostering informed decision-making and thoughtful engagement in society.
11 speakers In fact, ethos or speaker credibility may be the most important single factor in critical listening and thinking However, ethos without logos is not enough
Summary
This chapter outlines the essential literature that shapes the theoretical and conceptual framework of the study, focusing on the definition of listening skills and the challenges associated with learning them Additionally, it explores the definition of songs and highlights their significance in enhancing listening skills.
METHODOLOGY
Participants
The study involved sixty grade 10 students from Nguyễn Hữu Cảnh High School, divided into two classes: class 10A as the control group and class 10B as the experimental group Both classes exhibited low and varied English proficiency, having studied the language for at least five years during lower secondary education, yet they lacked opportunities for listening practice and communication in English The selection of these classes was based on their comparable average achievement in English from prior examinations Detailed demographic information of the participants is provided in the study.
3.1.2 Teachers four teachers participated in answering the questions They graduated from Hue and Da Nang University in Vietnam and 1 teacher out of 4 has Master’s degree They have taught English from 6 years to 15 years They are interested in teaching English and willing to help students overcome the difficulties in learning listening skill.
Data collection
Both questionnaires and tests were employed in this research in order to get the accurate data
The listening course is based on six lessons from the Tieng Anh 10 syllabus, with each lesson focusing on a distinct topic These topics include "A Day in the Life of ," "School Talks," "The Story of My Village," "Music," "Films and Cinema," and "The World Cup."
The pre-test utilized for this study was sourced from the Key English Test (KET) book by Collins (2014), featuring ten familiar topics for participant presentations Similarly, the post-test was derived from the same book, ensuring it maintained an equivalent level of difficulty to that of the pre-test.
In this research, tests of listening were used as a method of collecting data
I utilized multiple-choice and fill-in-the-blank tests due to their numerous advantages These objective test formats simplify the scoring process, facilitate easy evaluation and reliability assessment, and offer practicality for students during completion.
In a pre-test conducted with sixty students from classes 10A and 10B, participants completed a 40-minute assessment designed to evaluate their listening skills The test consisted of two parts: the first part featured five multiple-choice questions, where students listened and selected the correct answer, earning one mark for each correct response The second part included five gap-filling questions, requiring students to listen and fill in the appropriate words, also awarding one mark for each correct answer This assessment aimed to determine if the students had achieved the necessary listening level for the upcoming listening course.
In the post-test, participants were required to listen to various topics and complete a test within forty minutes The topics presented in the post-test matched the difficulty level of those in the pre-test Participants' results were evaluated based on the criteria established during the pre-test.
A questionnaire was distributed to teachers to assess the frequency of their use of English songs in the classroom The survey aimed to gather their insights on the benefits of incorporating these songs into lessons, the types of tasks they create to enhance listening skills, and the specific songs they utilize for teaching listening comprehension.
The study utilized a questionnaire composed of six questions aimed at understanding teachers' approaches to using songs for teaching listening skills The first question assessed how frequently teachers incorporate songs into their lessons, while the second sought their views on the benefits of this method The third question explored the potential drawbacks of using songs in teaching listening skills Additionally, the fourth question focused on the types of tasks teachers create that involve songs, and the fifth question examined the criteria they use to select appropriate songs Finally, the sixth question addressed strategies teachers can implement to enhance the effectiveness of using songs in their listening instruction.
A questionnaire was distributed to students to explore the benefits of using English songs in listening lessons Designed for clarity, the questionnaire featured six straightforward questions: the first assessed students' enjoyment of listening to songs; the second examined how songs contribute to improving their listening skills; the third gathered opinions on the advantages of incorporating English songs into lessons; the fourth identified students' preferred activities while listening to these songs; the fifth investigated their motivations for listening to English music; and the sixth addressed any challenges they face when using songs to enhance their listening abilities.
Data collection and analysis procedure
The research was conducted at Nguyễn Hữu Cảnh High School in a small town with limited educational traditions and low awareness of English learning The English faculty comprises four experienced teachers, all graduates of Vietnamese universities, who are dedicated to exploring innovative teaching methods Recognizing English as a key subject for development, they actively seek effective strategies to enhance learning, with songs being identified as one of the most effective tools for teaching.
Before participating in the experiment, they all had passed the pre-test This test found no statistically significant difference between two groups Each participant had
Before the experiment, participants completed a paper test to assess their listening skills Following the treatment, they took a post-test where they listened to two parts with content similar to the pre-test, prepared by the teacher, covering different topics The data collected from both the experimental and control classes were then compared and analyzed for significance Using a test formula, the mean scores of the two classes were calculated to evaluate the effectiveness of using songs in improving listening skills.
In a study involving two classes, class 10A served as the control group (group 1), while class 10B was designated as the experimental group (group 2) The experimental group was taught using English songs, while the control group received instruction without the use of songs.
They conducted research with a quantitative method
The data were collected in the following steps:
Step 1: Two classes (10A and 10B) were given a test of listening as a pre-test Step 2: These two classes were delivered another listening test as a post-test to find out the effects of using English songs in teaching and improving listening skills Step 3: The survey questionnaires were asked for students in the experimental class to identify the degree that students like using songs in listening lessons, what extent they can enhance their listening through English songs and why they listen to English songs The survey questionnaires were also delivered to the teachers to know the frequency that teachers use English songs to teach listening skill, the tasks that teachers designed to teach with the use of songs, is sure to select suitable songs and sources they get the songs
After that, the results were analysed and presented in the forms of tables and charts
In the study, students engaged in one listening lesson for every six lessons in the "Tieng Anh 10" textbook, with participants attending three English lessons weekly The syllabus included a total of six listening lessons for both groups, during which students listened to passages and completed related tasks The time allocation for each lesson was carefully structured to enhance learning outcomes.
Experimental process
The study involved sixty students from two tenth-grade classes at Nguyễn Hữu Cảnh High School Class 10A served as the control group, while the researcher selected class 10B for observation during the experiment due to its optimal performance.
3.4.2 Principles of using English songs in teaching listening skill
Principle 1- Songs achieved impact on learners in alignment with course/lesson objectives - Songs had to meet students’ need, curiosity, and interest
Principle 2- Songs were used to enhance learners’ language development Language proficiency needs to strengthen learners’ language components such as grammar, vocabulary and pronunciation and language skills such as listening, speaking, writing and reading
Principle 3 - Teachers took the difference of learners’ learning style and affective attitude into consideration Brian Tomlinson (1998) has pointed out the necessity for teachers to understand their student’s preferable way of learning before deciding to use songs as a teaching aid in the class Not every student was interested in learning with songs For those students who belonged to the group of “auditory”,
“kinesthetic” or “experiential”, songs appear to be a good choice
Principle 4 - Songs were properly chosen Teachers considered carefully some elements such as songs’ features, students’ features and the goal as well as the topic
When selecting songs for lessons, it is essential to consider various factors, including the music type, length, speed, and linguistic content Additionally, students' interests, age, English proficiency, and learning styles should be taken into account Ultimately, the chosen songs should align with the specific goals and topics of the lesson to enhance the learning experience.
Principle 5 - Pedagogical tasks were appropriately designed for use with songs
1 Teachers designed appropriate tasks based on the language aspect to be taught, the songs and students’ level The tasks which were designed focused on the language aspect that teacher taught in the lesson In order to design the tasks suitably and effectively, teachers also did not forget to consider some factors such as song’s lyrics, vocabulary, difficulty level, the rhythm and speed, students’ level, the difficulty level of the tasks
2 Tasks and activities associated with songs helped learners feel at ease and develop confidence it’s advisable for teachers to avoid choosing too long or difficult songs or designing too difficult tasks; otherwise, learners will feel tense or worried to finish the tasks and may no longer feel interested in learning with songs next time
3.4.3 Steps for using English songs in teaching listening skill
Step 1: Choosing 6 suitable English songs
Six song lyrics online were chosen to teach in six post listening sessions including “Season in the sun” (West life’s ), “ Yesterday once more ” (Richard
Carpenter and John Bettis), “Unchained melody ” (Hy Zaret ), “Hello” (Adele),
“ White Flag” (Dido), “I have a dream” (ABBA) Each session was conducted about
In this step, teachers underlined some new words and useful structures to teach
In this phase, students engaged in practicing the song while simultaneously repeating the lyrics Teachers motivated students to sing along, enhancing their listening skills through a variety of exercises A range of activities was created to support and enrich the students' learning experience.
Teachers designed 32 different activities, including true/false questions and gap-filling tasks, to enhance students' understanding of song lyrics For true/false questions, educators provided summaries based on the main ideas of the lyrics, prompting students to determine their accuracy In the gap-filling exercise, teachers presented lyrics with missing words, phrases, or sentences, allowing students to listen to the recording multiple times During the first listening, students grasped the overall meaning; in the second, they filled in the blanks for deeper comprehension; and in the final round, they reviewed their answers to reinforce their learning.
In this step, teachers asked students to learn by heart the new words, the structures, the song lyrics and practice the song with music at home
During the review of previous lessons, the teacher engaged students in an exercise focused on new vocabulary and structures To foster participation, two students were invited to sing a song aloud, and they received marks as a form of encouragement.
3.4.4 The difficulties during experimental process
In the experimental process, there were some difficulties:
The song lyrics contained challenging vocabulary and numerous contractions, such as "we've," "I'll," and "there's," which were unfamiliar to English language learners To address this, teachers needed to select and teach relevant new words, useful structures, and emphasize contractions prior to song instruction Additionally, the clarity of the song's sounds was hindered by the singers' use of linking sounds, making comprehension more difficult for learners.
“Together, we've climbed hills and trees
Learned of love and ABCs
Skinned our hearts and skinned our knees
When all the birds are singing in the sky
Were just seasons out of time?”
Teachers emphasized the importance of linking sounds in songs and encouraged students to focus on them during singing Many students faced challenges, including shyness and a lack of confidence when performing in front of their peers To address this, teachers facilitated practice sessions in pairs or groups Additionally, some students struggled with low motivation to engage with English songs due to difficulties in vocabulary, grammar, and pronunciation.
Limited time for listening to English songs during post-listening activities necessitated careful preparation by teachers They faced challenges in selecting appropriate songs that matched their students' proficiency levels Consequently, educators needed to explore their students' psychology, knowledge, and interests to make informed choices.
Textbook
The Vietnamese Ministry of Education and Training recognizes the crucial role of English language development in the context of integration and globalization Since the 2006-2007 academic year, there have been significant improvements in the teaching and learning of English, particularly with the high school curriculum, which has evolved beyond just reading and grammar to encompass a more comprehensive approach.
The "TiengAnh 10," "TiengAnh 11," and "TiengAnh 12" courses emphasize four essential English skills: reading, speaking, listening, and writing Each unit begins with reading, followed by speaking, listening, and writing exercises, while pronunciation and grammar are addressed at the end Each class lasts for 45 minutes and concentrates on a single topic, ensuring a focused and effective learning experience.
Lesson plans
Over a twelve-week period from December 25, 2018, to March 25, 2019, two groups participated in an experimental study using six sets of teaching lesson plans The study included six listening sessions designed to evaluate the effectiveness of the instructional methods.
The lesson plans for Tieng Anh 10 were similar, differing mainly in the post-listening and check-up sections In the experimental group, the teacher engaged students with English songs, introducing new vocabulary and structures, and encouraged them to memorize these at home for review in the next lesson During the check-up, students completed exercises related to their homework, received guidance, and were motivated to sing the songs to enhance their vocabulary and pronunciation skills Successful recall and performance could earn them positive feedback from the teacher, such as "Good job!" or "Excellent!"
The study assessed students' listening skills by analyzing post-test results, while the control group received traditional instruction In this method, teachers assigned textbook tasks for post-listening activities and reviewed students' homework in the following lesson.
Summary
In this chapter, the researcher introduces the setting of the study and research design including participants, data collection and analysis procedure
FINDINGS AND DISCUSSION
Results
This section presents the results of tests conducted to evaluate the effectiveness of using English songs in enhancing listening skills for both the control and experimental groups Additionally, it discusses the impact of incorporating English songs as a method to improve listening proficiency.
Prior to the experiment, a pre-test was conducted, designed by Cambridge English: KET (Key English Test) at the A2 level, specifically tailored for high school students The test comprised two sections: Part 1 featured a multiple-choice format with ten questions, while Part 2 required participants to fill in five gaps The primary objective of this assessment was to evaluate the participants' English proficiency levels.
The scores of the two classes in this test were shown in the following table:
Table 4.1.1 The scores of pre listening English test by the control group
(Group 1) and the experimental group (Group 2)
Table 4.1.1 presents the descriptive statistics of participants' scores, revealing that the experimental group achieved a mean score of 5.8, slightly higher than the control group's mean of 5.6 Notably, both groups had identical scores in the pre-test, but the experimental group demonstrated a marginal improvement in their overall performance compared to the control group.
Figure 4.1.1 Pie chart of the pre listening English test scores by the control group and the experimental group
The data from the chart reveals that marks ranged from three to eight, with five and six being the most common Group 2 had a higher number of excellent students, as indicated by the pie chart showing a greater proportion of marks seven and ten compared to Group 1 However, marks five and six were less prevalent in Group 2 than in Group 1 Overall, the average scores on the pre-listening test for both groups were comparable.
Table 4.1.2 The scores of post listening English test by the control group
(Group 1) and the experimental group (Group 2)
The control group 1 achieved a mean total score of 6.1 (SD = 1.09), whereas the experimental group 2 had a higher mean total score of 7.3 (SD = 0.93), indicating that the average score of group 1 was slightly lower than that of group 2.
37 The average total score difference between group 1 and group 2 was only 1.2
Figure 4.1.2 Pie chart of the post listening English test scores by the control group and the experimental group
In Group 1, scores ranged from a low of approximately 4 to a high of 8, while Group 2 exhibited a similar pattern, with the lowest score also around 4 and the highest score yet to be specified.
In group 1, 13.3% of participants scored between 01 to 04, while 53.3% scored between 05 to 06, and 33.3% achieved scores above 07 In contrast, group 2 had only one participant (3.33%) scoring between 01 to 04, 4 participants (13.3%) scoring between 05 to 06, and a significant 25 participants (83.3%) scoring between 07 to 08 Following treatment, the number of participants in group 2 scoring between 07 to 08 increased significantly, indicating that their English proficiency was notably higher than that of group 1.
4.1.3 The difference between the post-test scores and the pre-test scores by the control group and the experimental group
TESTS Experimental group Control group
Table 4.1.3 The difference between the post-test scores and the pre-test scores by the control group and the experimental group
Table 4.1.3 reveals that Group 2 outperformed Group 1, with most participants in Group 2 achieving higher scores compared to those in Group 1.
To compare the increases of each participant’s mean score, the data of each individual are collected and analyzed
The data demonstrated that the mean scores of group 1 (Mean = 0.5, SD 0.05) were lower than the mean scores of group 2 (Mean = 1.5, SD = 0.08) Obviously, the participants made a considerable improvement
Questionnaire for students
4.2.1 Students’ awareness to the use of English songs
Pie Chart 4.2.1 Students’ awareness to the use English songs
The pie chart 4.2.1 illustrates students' attitudes towards using English songs in listening lessons, showing that a significant majority, 90%, expressed interest in this teaching method Additionally, 77% of participants indicated a strong preference for learning through songs Conversely, 10% of students reported that they did not enjoy listening to English songs as part of their lessons.
4.2.2 The improving of students’ listening skill after having been taught with English songs
Chart: 4.2.2 The improving of students’ listening skill after having been taught with English songs
A recent study revealed that 94% of students experienced significant improvement in their listening skills through English songs after two months Notably, 78% of students reported a considerable enhancement in their listening abilities, with 16% stating they could understand the lyrics sung by the artists However, a small number of students indicated that they did not notice any improvement in their listening skills through this method.
4.2.3 Students’ opinion about the benefits of using English songs in listening skill
Chart 4.2.3 Students’ opinion about the benefits of using English songs in listening skill
The effectiveness of incorporating English songs into listening lessons is evident, as a significant majority of students—88.2%—acknowledged that this approach improved their listening skills Furthermore, 52.2% of students expressed strong agreement with this sentiment Through this method, students not only expanded their vocabulary and grasp of English grammar but also significantly enhanced their overall proficiency in the language.
The use of English songs helps me listen to
I feel more confident in listening lesson
The class becomes more interesting and enjoyable when the teacher uses English songs.
The use of English songs provides me good model of pronunciation, accuracy, fluency, and various vocabularies
English songs help me to correct my pronunciation mistakes
Strong agree Agree Neutral Disagree strongly disagree
A significant 82.5% of students felt that listening lessons became more enjoyable and engaging when English songs were incorporated, transforming their previously dull English classes into lively experiences This innovative approach allowed students to sing their favorite songs while learning, effectively reducing stress and enhancing their mood Despite some conservative views that deemed this method time-consuming compared to traditional classes, many students recognized its benefits Notably, 37.5% agreed that English songs improved their listening skills and pronunciation, enabling them to encounter new vocabulary and familiarize themselves with various native accents Furthermore, 55.5% of students acknowledged that this method helped correct their pronunciation mistakes, leading to a noticeable decrease in errors among those who participated in the experimental groups compared to those who did not use songs Overall, the use of English songs in teaching significantly enhanced students' language skills and engagement.
4.2.4 Students’ favorite activities while they are listening to English songs
Chart 4.2.4: Students’ favorite activities while they are listening to English songs
The chart reveals that arranging multiple-choice questions was the most favored activity among students, with a preference rate of 97%, indicating it was perceived as the easiest and least attention-demanding task Listening to English songs and filling in the blanks ranked second, with 56% of students enjoying this activity despite finding it somewhat challenging; they appreciated the engagement required to focus on the lyrics The third most popular choice, with 45% of students, involved listening to songs and determining whether statements were true or false This task was considered more difficult than gap-filling, as it required students to make inferences about the accuracy of the statements based on their listening comprehension.
A popular task among students is listening to songs and identifying the words used in the lyrics, which captures their interest and engagement, accounting for 33% of their preferences.
Gap- filling True or False Finding the words appeared in the song
4.2.5 Reasons of listening to English songs
Table 4.2.5: Reasons of listening to English songs
A significant majority of students, over 85%, listen to English songs primarily for entertainment and pleasure, finding them a source of comfort and relaxation after a long day Additionally, 52% of students reported that listening to English songs helps them reduce stress, while 51% indicated that their main goal is to improve their vocabulary and pronunciation Only a small fraction, 2%, listen to English songs for other reasons.
4.2.6 Students’ opinion about the difficulties of using English songs in listening skill
The speed of the song was too fast for students 78
Their vocabulary, grammar structures were limited 66
The sounds of the songs were difficult for them 45
They could not remember what they hear 30
Table 4.2.6 Students’ opinion about the difficulties of using English songs in listening skill
A significant challenge faced by students in listening to English songs was the speed, with 78% reporting that the tempo was too fast for comprehension Additionally, 66% of the students struggled with vocabulary, grammar, and sentence structures, making it difficult to grasp the meaning of the lyrics unless they were familiar with specific words beforehand Furthermore, 45% found the clarity of the songs problematic due to the use of linking sounds by the singers, while 30% expressed difficulty in retaining what they heard.
Questionnaire for teachers
4.3.1 The frequency of using English songs to teach listening skill
Table 4.3.1 The frequency of using songs to teach listening skill
According to the data, 90% of teachers frequently incorporate English songs into their lessons, particularly during post-listening and warm-up activities These educators reported feeling comfortable using songs to help students alleviate stress and enhance their vocabulary and pronunciation skills In contrast, 10% of teachers indicated that they occasionally or rarely utilize English songs in their classes, with none reporting that they never use them at all.
4.3.2 Teachers’ opinion about the advantages of using English songs to teach listening skill
Reduce stress in class room 92
Help students relax after the lesson 78
Help students improve listening skill 54
Table 4.3.2 Teachers’ opinion about some advantages of using English songs in class
A recent study highlighted teachers' positive views on the use of English songs in the classroom Notably, 92% of educators reported that incorporating songs helps reduce stress during listening activities Additionally, 45% of teachers acknowledged that English songs can enhance students' vocabulary and pronunciation Furthermore, 78% agreed that these songs aid in relaxation during post-listening and warm-up exercises, while 70% noted an improvement in students' listening skills as a result of using English songs.
4.3.3 Teachers’ opinion about the disadvantages of using English songs to teach listening skill
Incorporating English songs into listening classes presents several challenges for teachers, including time constraints, inappropriate song choices, varying student proficiency levels, a lack of experience in creating effective tasks, and inadequate teaching resources These obstacles often lead to unsuccessful lesson outcomes, as highlighted in Table 4.3.3.
The lyrics of the song are too difficult for students 72
Students’ limited vocabulary, grammar and structures 55
The sounds are not clear because the singers usually link sounds
The songs are not suitable for students 32
Shortage of experience in designing suitable tasks 21 teaching facilities 15
Table 4.3.3 Teachers’ opinion about some disadvantages of using English songs in class
Table 4.3.3 reveals several challenges faced by teachers regarding the use of English songs in the classroom A significant 72% of teachers indicated that the lyrics were often too complex for students, primarily due to the use of archaic English vocabulary Additionally, 56% noted that students lacked the necessary vocabulary, grammar, and structures to effectively engage with the songs Time constraints for listening activities during post-listening and warm-up sessions were also a concern for many Furthermore, 45% of teachers reported that unclear sound quality, often caused by linking sounds used by singers, hindered comprehension The difficulty in selecting appropriate songs for students' proficiency levels was highlighted by 32% of teachers, while 21% cited a lack of experience in teaching listening skills Lastly, 15% of educators pointed to insufficient teaching facilities and aids as a barrier to effective instruction.
4.3.4 Type of tasks the teachers usually designed to teach students with using English songs
Pie Chart 4.3.4 Type of tasks the teachers usually designed to teach students with using English songs
According to the chart, 37% of teachers incorporated multiple choice tasks using English songs, as this approach was found to be relatively easy for students to comprehend.
The gap-filling task ranked second, comprising 38% of the activities designed by teachers Additionally, 33% of educators created question-answering tasks, noting that these were particularly challenging for their students Over 10% of teachers opted for alternative tasks, including matching exercises and jumble word activities.
4.3.5 Criteria for selecting songs of the teachers
The songs are suitable for the level of the students 87%
The songs should have structures relating to the lesson 76%
The rhythm of the songs should be clear, easy to understand 64%
The topics of the songs close to their lives 33%
Table 4.3.5 Criteria for selecting songs of the teachers
Multiple choice Gap - filling Question answering Others
A significant 87% of teachers believe that the songs used in lessons are appropriate for students' levels, enhancing their confidence and interest in listening activities Additionally, 76% of educators emphasize the importance of selecting songs that align with lesson structures, as repeated practice helps students master these concepts effectively Furthermore, 64% agree that the rhythm of the songs is crucial for teaching listening skills, as clear and accessible rhythms aid student comprehension Lastly, 33% of teachers highlight the necessity of choosing song topics that resonate with students' lives Overall, the careful selection of songs is vital for the success of listening lessons.
4.3.6 Teachers' suggestions for better listening teaching and learning with songs
Teachers faced various challenges while teaching listening skills, leading them to express their expectations for more effective student learning Based on their recommendations, it is essential to develop strategies that enhance the overall effectiveness of listening instruction, particularly when using songs as a teaching tool The collected information highlights these insights and suggestions for improvement.
Use good tapes or CDs, VCDs,
Choose popular and suitable songs 3 75
Do not use one type of activities all the time
Provide background information and vocabulary for listening activities
Table 4.3.6: Teachers' suggestions for better listening teaching and learning with songs
Two suggestions were considered in order to change the current problems: facilities and teachers' methodology
All teachers (100%) agree that providing background information and vocabulary related to songs, along with using quality audio-visual materials like tapes, CDs, VCDs, and projectors, significantly enhances students' listening success To optimize the listening experience, educators should introduce new words and relevant background knowledge prior to the lesson Additionally, 75% of teachers emphasize the importance of selecting popular and appropriate songs that align with the lesson content and advocate for thorough preparation Therefore, it is essential for teachers to equip students with suitable facilities, handouts, and listening activities tailored to their proficiency levels.
A significant 75% of teachers recommended that students sing along to songs, as this method helps them learn vocabulary and sentence structures more effectively Additionally, 50% of educators expressed a desire to avoid relying on a single activity repeatedly, as this could lead to student boredom.
Suggested solutions
The thesis research highlights the advantages of incorporating English songs into language teaching, particularly for enhancing students' listening skills This approach not only makes listening lessons more engaging and enjoyable for students but also fosters a greater interest in learning Additionally, using English songs provides valuable opportunities for students to improve their pronunciation and expand their vocabulary Overall, implementing this technique can lead to significant advancements in students' listening abilities.
Applying English songs in learning listening skills can present several challenges Many students struggle to understand the lyrics due to their complexity and the unclear sounds caused by singers using linking techniques Additionally, a limited vocabulary can hinder comprehension, leading to a lack of confidence in listening to English songs Time constraints in the classroom make it difficult for teachers to accurately assess students' abilities Furthermore, some students may become distracted and fail to engage with the material, complicating the process of improving their listening skills.
Here are some suggestions that the teacher should do to make full use of the the use of English songs in listening skill
To address vocabulary challenges faced by students, teachers should motivate them to expand their vocabulary by not only understanding meanings but also by using new words frequently for gradual improvement Additionally, it is essential for teachers to highlight key terms and provide clear explanations to enhance comprehension.
Clear and specific instructions from the teacher prepare students to engage with the songs effectively Prior to listening, the teacher should communicate the purpose of the activity to enhance students' focus and understanding.
To enhance student engagement and boost their confidence, teachers should play a tape and pose a simple question that students can answer after their initial listening Additionally, prior to playing the tape, educators should encourage students to predict the content without confirming the accuracy of their guesses, fostering a discussion on their reasoning if needed.
Another useful advice for the teacher to increase students’ interest in using
Incorporating English songs into the classroom not only motivates students through positive feedback and constructive criticism from teachers but also enhances their listening skills To maintain student interest and excitement, educators should diversify the topics used in lessons, integrating both textbook-related themes and everyday life subjects This varied approach fosters a deeper understanding and engagement, proving more effective than relying on a single topic type.
Summary
In summary, this chapter has analyzed the data and findings from the study, revealing that students generally hold a positive attitude towards using English songs to enhance their listening skills The results from the survey questionnaires and tests indicate a favorable perception of integrating music into the learning process Based on these findings, the next chapter will propose solutions for effectively teaching and improving listening skills among students at Nguyễn Hữu Cảnh High School.