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Utilizing music and songs to promote student engagement in ESL classrooms

One of the main challenges English language teachers face in their daily classes is to find creative ways of sustaining their students’ interest in language learning, which can often be perceived as dull and tedious. Music and songs, which have a universal appeal and ubiquitous presence in most peop...

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Main Authors: Bokiev, Daler, Bokiev, Umed, Aralas, Dalia, Ismail, Lilliati, Othman, Moomala
Format: Article
Language:English
Published: Human Resource Management Academic Research Society 2018
Online Access:http://psasir.upm.edu.my/id/eprint/14524/1/14524.pdf
http://psasir.upm.edu.my/id/eprint/14524/
http://hrmars.com/index.php/papers/detail/IJARBSS/5015
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spelling my.upm.eprints.145242019-04-08T08:51:27Z http://psasir.upm.edu.my/id/eprint/14524/ Utilizing music and songs to promote student engagement in ESL classrooms Bokiev, Daler Bokiev, Umed Aralas, Dalia Ismail, Lilliati Othman, Moomala One of the main challenges English language teachers face in their daily classes is to find creative ways of sustaining their students’ interest in language learning, which can often be perceived as dull and tedious. Music and songs, which have a universal appeal and ubiquitous presence in most people’s daily lives, have all the prerequisites to become an effective teaching resource in this respect. However, this useful resource appears to be underutilized by English language teachers, which is attributable to the lack of understanding of its theoretical rationale and benefits. The present paper aims to analyze the role and potential of music and songs in English language teaching in the light of current research and literature. Research findings suggest that the effective use of music and songs in language teaching has the potential to address multiple intelligences, reduce anxiety, increase motivation, facilitate memory retention and establish an affectively conducive learning environment. Moreover, music and songs can be utilized to enhance the learning of almost every aspect of the target language, to develop cultural awareness and to foster students’ creativity. Apart from discussing theoretical arguments and empirical evidence in support of using music and songs in language instruction, the paper provides practical suggestions for integrating music activities into ESL classrooms. It is hoped that a larger number of ESL teachers will deem music and songs a valuable educational tool which they can use to engage their students both affectively and cognitively and to promote effective and enjoyable language teaching and learning. Human Resource Management Academic Research Society 2018 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/14524/1/14524.pdf Bokiev, Daler and Bokiev, Umed and Aralas, Dalia and Ismail, Lilliati and Othman, Moomala (2018) Utilizing music and songs to promote student engagement in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 8 (12). pp. 314-332. ISSN 2222-6990 http://hrmars.com/index.php/papers/detail/IJARBSS/5015 10.6007/IJARBSS/v8-i12/5015
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description One of the main challenges English language teachers face in their daily classes is to find creative ways of sustaining their students’ interest in language learning, which can often be perceived as dull and tedious. Music and songs, which have a universal appeal and ubiquitous presence in most people’s daily lives, have all the prerequisites to become an effective teaching resource in this respect. However, this useful resource appears to be underutilized by English language teachers, which is attributable to the lack of understanding of its theoretical rationale and benefits. The present paper aims to analyze the role and potential of music and songs in English language teaching in the light of current research and literature. Research findings suggest that the effective use of music and songs in language teaching has the potential to address multiple intelligences, reduce anxiety, increase motivation, facilitate memory retention and establish an affectively conducive learning environment. Moreover, music and songs can be utilized to enhance the learning of almost every aspect of the target language, to develop cultural awareness and to foster students’ creativity. Apart from discussing theoretical arguments and empirical evidence in support of using music and songs in language instruction, the paper provides practical suggestions for integrating music activities into ESL classrooms. It is hoped that a larger number of ESL teachers will deem music and songs a valuable educational tool which they can use to engage their students both affectively and cognitively and to promote effective and enjoyable language teaching and learning.
format Article
author Bokiev, Daler
Bokiev, Umed
Aralas, Dalia
Ismail, Lilliati
Othman, Moomala
spellingShingle Bokiev, Daler
Bokiev, Umed
Aralas, Dalia
Ismail, Lilliati
Othman, Moomala
Utilizing music and songs to promote student engagement in ESL classrooms
author_facet Bokiev, Daler
Bokiev, Umed
Aralas, Dalia
Ismail, Lilliati
Othman, Moomala
author_sort Bokiev, Daler
title Utilizing music and songs to promote student engagement in ESL classrooms
title_short Utilizing music and songs to promote student engagement in ESL classrooms
title_full Utilizing music and songs to promote student engagement in ESL classrooms
title_fullStr Utilizing music and songs to promote student engagement in ESL classrooms
title_full_unstemmed Utilizing music and songs to promote student engagement in ESL classrooms
title_sort utilizing music and songs to promote student engagement in esl classrooms
publisher Human Resource Management Academic Research Society
publishDate 2018
url http://psasir.upm.edu.my/id/eprint/14524/1/14524.pdf
http://psasir.upm.edu.my/id/eprint/14524/
http://hrmars.com/index.php/papers/detail/IJARBSS/5015
_version_ 1643825658183286784
score 13.211869

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