LEARNING ENGLISH THROUGH THE ART T A S K 2 : P R O D U C T ( S K E T C H N O T E F O L I O ) AIDA UZMA BINTI ABD RAHMAN G L E A 1 0 5 2
PROFILE NAME: AIDA UZMA BINTI ABD RAHMAN I/C NUMBER: 051222060210 INDEX NUMBER: 2025112310370 INTAKE: AUGUST 2025/2030 UNIT: TESL 1 COURSE NAME: GLEA1052 LEARNING ENGLISH THROUGH THE ART MAHAT
TITLE: Singing Songs Facilitates L2 Pronunciation and Vocabulary Learning: A Study with Chinese Adolescent ESL Learners AUTHORS: Yuan Zhang, Florence Baills and Pilar Prieto YEAR: 2023 ARTICLE INFORMATION
Purpose: The study aimed to investigate whether singing English songs with familiar melodies is more effective than reciting song lyrics in improving English pronunciation and vocabulary among adolescent ESL learners. Participants: 95 ESL learners Age: 13-15 Methodology: Pre-test - 3 training sessions - post-test Result: • Better pronunciation • Better vocabulary • Singing >> Reciting ARTICLE OVERVIEW
IDEASMAIN
KEY CONCEPT
SIGNIFICANT FINDINGS
IMPLICATION FOR ENGLISH LANGUAGE • Enhances learner engagement by making English lessons more enjoyable & interactive through singing activities • Improves pronunciation skills as songs expose learners to authentic stress, rhythm, intonation and pronunciation patterns • Supports vocabulary acquisition through repeated exposure to song lyrics & meaningful language contexts • Increases learner motivation & confidence, encouraging students to participate actively & use English more frequently
CRITICAL REFLECTION This article has broadened my understanding of how musical arts can be effectively integrated into English language teaching. I found the study convincing because it was supported by empirical evidence showing that singing English songs improved One of the strengths of the study is its practical approach, as singing is an enjoyable, low-cost and easily accessible teaching strategy that can be implemented in most ESL classrooms. However, the study was conducted with Chinese adolescent learners, so the findings may not be fully generalisable to learners from different cultural backgrounds or age groups. Despite this limitation, I believe the findings are highly relevant to English language teaching because they demonstrate how music can create a more engaging, motivating and meaningful learning environment. As a future TESL teacher, I would incorporate songs into my in using English while creating a positive and interactive classroom atmosphere.
Next Slide ART-BASED CLASSROOM APPLICATION SING & LEARN: BUILDING PRONUNCIATION & VOCABULARY THROUGH SONGS Learning objectives By the end of the lesson, students will be able to: • Pronounce English words with improved accuracy, rhythm & intonation • Learn & use new vocabulary from a song • Build confidence in speaking English through singing Materials • A short English songs (e.g., Count on me by Bruno Mars) • Printed lyrics with selected vocabulary highlighted • Audio speaker or projector
Next Slide ART-BASED CLASSROOM APPLICATIONProcedure 1. Play the song & ask students to listen carefully 2.Discuss the meaning of the highlighted vocabulary 3.Sing the song together as a class 4.Practise pronouncing selected words & phrases from the lyrics 5.In pairs, students use the new vocabulary to create & performa short dialogue Expected Learning Outcomes • Students improve their pronunciation through repeated singing • Students remember and use new vocabulary more confidently • students become more engaged & willing to communicate in English
Zhang, Y., Baills, F., & Prieto, P. (2023). Singing Songs Facilitates L2 Pronunciation and Vocabulary Learning : A Study with Chinese Adolescent ESL Learners. REFERENCES
YOU T