The effects of using music in 8th grade EFL classroom to improve listening skills

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dc.contributor.advisorCuitiño Ojeda, María Jocelyn
dc.contributor.authorContreras, Dalia
dc.contributor.authorMuños, Trinidad
dc.contributor.authorNavarro, Monserrat
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.contributor.editorEscuela de Pedagogía en Inglés
dc.date.accessioned2025-04-28T16:04:37Z
dc.date.available2025-04-28T16:04:37Z
dc.date.issued2024
dc.descriptionTrabajo de investigación acción exploratoria, Licenciado en Educación
dc.description.abstractDespite the fact that the schools in which we are conducting our practicum are considered bilingual, most of the classes rely on the grammar-translation method. Focusing on this method, skills such as listening and speaking are neglected. Additionally, there are only a few instances where students can be fully surrounded by the target language. During the English class, there seems to be an overuse of the first language to explain the structures and functions of the second language. Furthermore, in some grades, the class is delivered in English entirely, and while some students fully understand the class,some less proficient students are not able to keep up with the pace of the lesson. If there is a lack of listening practice, there will be a lack of speaking proficiency Classes dedicated to listening practice are limited, therefore optimal results cannot be expected. In this respect, Alghamdi (2019) states that “the ultimate goal of language learning is communication, not memorization, language teaching should aim to meet this goal. Consequently, great emphasis should be given, not exclusively to abstract linguistic structures, but also to a variety of tangible linguistic content that is carried out through use of meaningful methods and materials. This is to make language learning more useful and applicable in current real-life communicative situations. 273). Listening is a significant skill when it comes to learning a new language. It is one of the most important skills to develop because it sets the foundations for a new language to be acquired. Yến (2022) states that “without listening, speaking is plainly insufficient for intelligible real-life communication. The listening skill, therefore, should be given greater attention and language instructors should be encouraged to experiment with methods that can facilitate their learners’ listening competence development. Also, listening is the first way in which people can decode a message before articulating a word. For the teaching of listening to be motivating, this action research seeks to intertwine listening skills and music. Thus, using a pedagogical tool such as music has the potential to enhance motivation in students to learn the language. It could also promote the interest in developing this skill specifically. Our main motivation for conducting this research is the interest in understanding the usage of music inside the classroom and its benefits for developing listening skills in the foreign language classroom. Our research topic can broadly be undertaken as an extensive investigation into the usage of music inside an EFL classroom context as an innovative tool aside from the conventional tools used in an average classroom. Additionally, this project can be useful to compare the effects of music in the classroom, and how students can improve their listening skills through its use.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/64289
dc.language.isoen
dc.publisherUniversidad Andrés Bello
dc.subjectMúsica en la Educación
dc.subjectInglés
dc.subjectAudición
dc.subjectEnseñanza
dc.titleThe effects of using music in 8th grade EFL classroom to improve listening skills
dc.typeTesis
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