“THE IMPACT OF USING KARAOKE ON STUDENTS’ MOTIVATION WHILE LEARNING ENGLISH LEXICAL

ITEMS”

Presenter: Ignacio Araya Moscoso.

Teacher of English: Instituto Humanidades Luis Campino

Universidad de Chile (Arts Faculty)

MA in TEFL (UNAB)

September 26th, 2015

Overview of the presentation1. Introduction

2. Methodological framework

3. Conclusions

4. Further research and limitations

Problem Statement

English in the world/Chile

Songs and students’ preferences

The importance of vocabulary and its connection with motivational factors.

General objective of the study

The general objective of this research aims to identify the effect of the use of Karaoke on the

L2 motivation, while learning vocabulary items, of EFL Chilean secondary students inside

the classroom environment.

Specific objectives

To identify the impact of the use of popular songs in English through Karaoke.

To recognize which aspects of the language were improved most by the regular use of technologically based didactic materials.

Research Questions

To what extent does using popular English song through Karaoke impact students’ L2 motivation while learning vocabulary items?

Which elements/aspects of language do students feel was improved most by the use of karaoke?

Relevance of the research

Vocabulary learning is a key issue in learning a foreign language as it is closely connected to students’ motivation.

The lack of research in this field. (as a methodology and not as a theoretical review)

The importance of carrying out this type of research in a non-speaking English country.

Context of the investigation

A semi-private or a subsidized school.

4 hours of English per week.

67 participants (both sex)

8th graders. Between 14-15 years old.

Type of Research

Research design: the one group pre-test and post-test. (Cohen and Manion, 2007)

Two groups from the same level were mixed into one group.

Research methodology: Mixed methods. (Creswell, 2003)

Qualitative data: Open-ended questions.

Quantitative data: Questionnaires and rating scale items

The treatment of the study lasted 5 weeks.

Methodological strategiesResearch design: the one group pre-test and post-test. (Cohen and Manion, 2007)

Two similar groups were mixed.

Research methodology: Mixed methods (Creswell, 2003)

Qualitative data: Open-ended questions.

Quantitative data: Questionnaires and rating scale items

The treatment of the study lasted 5 weeks.

Procedure of data collection

Rating Scale ítems Music style preference survey Motivation

Questionnaire

Treatment (song’s lyrics)

Motivation Questionnaire

Open - ended questions

Data collection3 steps during the pre-test

1) Rating scale items.

2) Music style preference survey

3) Questionnaire(used in the pre and post-tests)

Post-test: Questionnaire and open-ended questions.

Rating scale

1) Rating scale items: Taken from Sundqvist (2009)

Music style preference survey

2) Music preferences:

Questionnaire (pre-test) Questionnaire: Taken from Gardner and Lambert’s extrinsic and

intrinsic motivation theoretical framework (1972)

It was composed of 16 statements. 8 for extrinsic and 8 for intrinsic motivation.

It had a 5 points likert-scale. Strongly agree (5) to strongly disagree (1)

Instrument was written in English, to avoid difficulties during the translation process into Spanish

Questionnaire

Treatment

Song lyrics

Divided into different activities

Fill-in- the gaps, matching words, re-ordering sentences, matching pictures with words.

Post-test Open-ended questions

Conclusions

The impact on students’ motivation was positive taking into account the students’ responses results shown in the pre-test questionnaire and in the open-ended questions from the post-test.

According to the results, 51% of the students chose pronunciation as the element of language that was improved the most with this tool; whereas, 36% of the groups chose vocabulary.

Final reflections

Students’ attitude

Constant monitored action.

Link with their daily lives.

Authentic material.

Further research

Using Karaoke as a reward to improve students’ behaviour.

Limitations

Time.

Larger sample.

THANK YOU ALL FOR LISTENING.

If you’re interested in the whole research and more references, please contact me:

Ignacio.araya86@Gmail.com

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