The influence of music and educational songs on EFL students' achievement from their teachers' perspective in Jenin Region

Bsharat, Tahani R. K.

doi:10.30918/aerj.93.21.106

Cited by 12 publications

(12 citation statements)

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“…On the other hand, teachers' replies to the questions of the interviews show the huge quantity of bene ts they thought could be gained through using music, in addition to its bene ts for students' motivation, social skills, and intelligence, see Table 10. Thus, this generally very positive perspective can be utilized for the smooth implementation of using music in EFL contexts as it was supported by the teachers in all countries without any signi cant geographical discrepancy, which is also in agreement with Bsharat et al (2021), and Bokiev and Ismail (2021).…”

Section: Discussionsupporting

confidence: 70%

Music as a Motivational Factor in Second Language Acquisition: Cross-cultural Insights from Iraq, Turkey, Oman, Yemen, and Indonesia

Al-Obaydi

Tawafak

Pikhart

et al. 2022

Preprint

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The use of music in second language teaching is important due to the large number of benefits it can bring to the students and the whole educational process. The present study investigates students’ and teachers’ perspectives on using music in five Muslim countries, namely, Iraq, Turkey, Oman, Yemen, and Indonesia. It also attempts to show whether there is any correlation between using music in English as a second language classes and students’ motivation, intelligence, and social skills. The other important thing that this study focuses on is the cultural and religious matters that may prevent using music in schools in the researched countries. The study comprises participants, teachers and students, from all the mentioned countries. The researchers used two online interviews with the respondents. The interviews with the students were conducted Arabic, Turkish, and Indonesian to facilitate reliable data collection from the students. The findings of the study show the very positive attitudes of teachers and students in relation to the use of music in all the countries mentioned. It clearly shows that basically all participants, i.e., both the students and the teachers are very much motivated to implement or use more music in their classes. It also shows the enthusiasm of teachers to use music in their daily lessons and how they are ready to have any required training on musical aids. Teachers were convinced that using music can enhance students’ motivation, intelligence, and social skills. So, no cultural or religious ideas, regarding not using music in classes, were mentioned. On the other hand, the present study constructs a global vision towards the main challenges of teachers when using music, namely, the lack of training, no extra time available, and no resources for supporting music rooms or musical aids.

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Section: Discussionsupporting

confidence: 70%

Music as a Motivational Factor in Second Language Acquisition: Cross-cultural Insights from Iraq, Turkey, Oman, Yemen, and Indonesia

Al-Obaydi

Tawafak

Pikhart

et al. 2022

Preprint

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“…Some positive respond and negative respond. The studies which have examined the students' perception of EFL learning like positive respond (Abdelrady et al, 2022;Abdullah, 2020;Alghasab, 2020;Hussain Al-Qahtani, 2019;Bsharat et al, 2021;Ika Dhamayanti, 2021;Fithriani et at., 2019;Sheybani, 2019;Tragant & Vallbona, 2018;Wang et al, 2021;Behnamnia et al, 2020;BEN EL MOUDDEN, 2021), while other studies report the negative respond from students (Klimova & Polakova, 2020;Cabrera-Solano et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Young Learners Preferences on Using Games and Songs for Learning English in EFL Context

Budianto¹,

Sayidah²,

Sucipto³

et al. 2022

eqr

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This study investigated young learner preference for using games and songs to learn English in the EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. The students’ perceptions were taken from the questionnaire. The result showed that most students liked it better when the teachers used games and songs in teaching English in an EFL context. It is suggested that both games and songs can be utilized in teaching English to young learners in the EFL context.

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“…The similar point of views leads the mutual understanding to reach the aim of learning. Therefore, many studies in EFL context have investigated the teachers' perception (Alghasab, 2020;Bsharat et al, 2021;Ćirković-Miladinović and Dimitrijević, 2020;Luan et., 2020;Millán Librado & Santos, 2020;;Reynolds et al, 2021) and students' perceptions (Abdelrady et al, 2022;Abdullah, 2020;Cabrera-Solano et al, 2019;Fithriani et al, 2019;Hussain Al-Qahtani, 2019;Ika Dhamayanti, 2021;Karimian Shirejini & Shirejeni, 2020;Klimova & Polakova, 2020;Millá n Librado & Santos, 2020;Roos & Nicholas, 2019;Sheybani, 2019;Soria et al, 2020;Pishghadam et al, 2021;Vattøy & Smith, 2019;Wallace & Leong, 2020;Wang et al, 2019). The respondent and participants used in the previous studies of EFL are also varied such as university or college students (Abdullah, 2020;Alghasab, 2020;Hussain Al-Qahtani, 2019;Karimian Shirejini & Shirejeni, 2020, Klimova & Polakova, 2020Luan et al, 2020;Reynolds et al, 2021;Wang et al, 2019), the respondent from senior high students (Abdelrady et al, 2022;Ika Dhamayanti, 2021;Hadj Said & Al-Jamal, 2018), and the respondent from elementary school (Bsharat et al, 2021;Cabrera-Solano et al, 2019;Ćirković-Miladinović and Dimitrijević, 2020;Gutierrez Arviz...…”

Section: Introductionmentioning

confidence: 99%

“…The studies which have examined the students' perception to EFL learning like positive respond (Abdelrady et al, 2022;Abdullah, 2020;Alghasab, 2020;Bsharat et al, 2021;Ćirković-Miladinović and Dimitrijević, 2020;Fithriani et at., 2019;Hussain Al-Qahtani, 2019;Ika Dhamayanti, 2021;Sheybani, 2019;Tragant & Vallbona, 2018;Wang et al, 2019), while other studies report the negative respond from students (Cabrera-Solano et al, 2019;Klimova & Polakova, 2020). In addition, the usage of ICT undergone by teacher in the classroom is less effective (Habibi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Students’ Perception on Acquiring English Vocabulary for Young Learners Using Mobile Apps in EFL Context

Budianto

Sayidah²,

Sucipto³

et al. 2022

WJEL

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This study investigated the teachers’ and students’ perceptions on language acquisition for young learners using Mobile App in EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. This study applied survey where the teachers’ perceptions were obtained from the observation, while the students’ perceptions were taken from the observation questionnaire. The respondent and participants were taken from six elementary schools in which there were twelve English teachers and 569 students of grade 4th in Indonesia. The result showed that teachers thought most students were anxious and didn’t have self-esteem and a good motivation while learning English. The teachers’ perceptions don’t always match the students’ ones or vice-versa in learning English in EFL context. It is expected that the mismatches of teachers’ and students’ perception are not greater than the match ones.

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The influence of music and educational songs on EFL students' achievement from their teachers' perspective in Jenin Region

Cited by 12 publications

References 0 publications

Music as a Motivational Factor in Second Language Acquisition: Cross-cultural Insights from Iraq, Turkey, Oman, Yemen, and Indonesia

Music as a Motivational Factor in Second Language Acquisition: Cross-cultural Insights from Iraq, Turkey, Oman, Yemen, and Indonesia

Young Learners Preferences on Using Games and Songs for Learning English in EFL Context

Teachers’ and Students’ Perception on Acquiring English Vocabulary for Young Learners Using Mobile Apps in EFL Context

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