This study aimed to probe how the instruction of songs and chants affected a young EFL learner’s attitude toward oral communication. To achieve the purpose of this study, three qualitative methods which included the teacher’s journals after each class, video-recordings of all lessons, and three one-on-one semi-structured
interviews were utilized to keep a thorough record. The participant was a female third grader at a public elementary school in New Taipei City. She had never received any extracurricular English instruction since she started school. The only formal instruction she had was eighty-minute lesson every week from her school English teacher. This case study lasted for six months, starting from late August of 2011 to February of 2012. Findings of the study were summarized into three parts echoing the three research questions.
(1) What are the young learner’s cognitive responses to English oral
communication before and after receiving songs and chants instruction?
(2) How do the young learner’s affective states differ while receiving the instruction of songs and chants?
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(3) What are the young learner’s behavioral responses to English oral communication while receiving the songs and chants instruction?
Regarding the first research question, although there were a few attitudinal changes in Tin’s cognitive responses before and after the instruction of songs and chants, she had a general positive attitude toward English communication. One thing noteworthy was that as Tin learned more, she became more aware of mistakes. This kind of awareness might affect her attitudes toward English communication. She may not be willing to take risks to making mistakes.
In regard to the second research question, the questions in three semi-structured interviews and the teacher’s journals showed that Tin enjoyed the songs and chants learned from school. Among a variety of language practice in each unit, Tin showed an obviously higher motivation for songs and chants related activities. As a shy language learner who was not risk-taking, singing and chanting along with
classmates provided Tin with a sense of security. She enjoyed interacting with her friends. However, her attitude toward oral communication changed to be more passive when the task was challenging and she had to complete it alone.
Finally, with respect to the third research question, the findings showed that Tin, who was unable to respond to almost any question in the first interview, became competent to show appropriate responses in the second and third interviews. The songs and chants composed of formulaic daily talks helped her to obtain basic communicative proficiency in a more effective and efficient way.
Implications
A few implications related to the songs and chants instruction are worth
discussing. Firstly, the findings showed that songs and chants which were composed of formulaic structures may benefit young EFL learners’ attitudes toward oral
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communication. Tin’s case may encourage some young and slow learners who are too shy to speak. Teachers can also provide students with tailor-made songs and chants in which target structures are embedded in the melody or rhythm. Moreover, teachers can encourage students to create songs or chants with the tunes they are familiar with. Secondly, songs and chants can also be used in everyday classroom routines. Even homeroom teachers can make use of them in simple ways, such as songs for lunch, songs for cleaning, and songs to go home.
Thirdly, for young learners who are shy and not willing to speak, teachers can assign more advanced learners who are willing to help these slow ones. The support from peers may be of great benefit to slow learners’ confidence. Fourth, a variety of activity types may stimulate learners with multiple talents. Teacher can have
students exposed in a more dynamic context in which songs and chants can be learned more effectively.
Finally, as shown in this case study, the CD played as an important role in the participant’s after-school learning. To work with parents and help students establish good habits of listening to the CD can highly increase the exposure of English language.
Limitations
This research has a few limitations that should be taken into consideration.
Firstly, the sample in the current study was small and only one EFL third-grader was included. The results may merely reflect the idiosyncrasies of this particular learner, instead of the general tendency of young EFL learners.
Secondly, the background of the participant may affect the findings. The participant was a very young learner who was only nine years old. A learner at such a young age may lack sufficient cognitive development and may not be able to well
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express her thoughts about the object. Third, the participant’s language proficiency was at the beginning stage at which the teaching materials might be limited within very simple forms of oral communication. Fourth, in the third interview which was conducted after the winter vacation, the questions which merely focused on the voluntary assignment might overlook the participant’s cognitive responses toward songs and chants after the long vacation.