Songs and Movements Towards Enriching English Vocabulary of Second Language Learners

Abstract

The goal of this study was to determine the effectiveness of using songs and movements to enrich the English vocabulary of second language learners through a descriptive research design. It focused on identifying the extent to which songs and movements are utilized to enhance vocabulary acquisition and retention, as well as the challenges learners faced when incorporating these methods into their lessons. These challenges were examined in terms of parts of speech, such as nouns, verbs, and adjectives, and the use of frequent vocabulary. To assess the outcomes, self-made rubrics were used, and growth rates were calculated.  

 The population for this study included 14 beginner second language learners who were selected using the convenience sampling method, and a Grade 1 teacher in a private school in Japan.  For the data gathering procedure, the researcher had the learners sing a song accompanied by movements for five consecutive days to monitor their vocabulary acquisition and retention. The same song was used throughout the observation period. Each day, the researcher asked each learner to recite the vocabulary they learned and listed all the vocabulary mentioned that day. Then, using the listed vocabulary, the learners were asked to group the words into different parts of speech, such as nouns, verbs, and adjectives. This process was repeated with a different song. This approach aimed to determine the role of songs and movements in increasing the learners’ vocabulary acquisition and retention.

 Based on the findings related to the statement of the problem 2, the null hypothesis for vocabulary acquisition and retention is rejected. Second language learners showed significant improvement in vocabulary acquisition and retention after utilizing songs and movements over five days. Furthermore, regarding the statement of the problem 3, the null hypothesis is accepted since the use of songs and movements minimized the challenges ESL learners faced with parts of speech, and the difficulties with using frequent vocabulary were reduced after incorporating these methods.

 In conclusion, this study underscores the significant benefits of using songs and movements as instructional tools to enhance the English vocabulary of second language learners. The findings indicated that ESL learners' vocabulary consistently and rapidly improved when these methods were integrated into teaching. Consequently, incorporating songs and movements into ESL instruction proves to be a highly effective strategy, greatly contributing to learners' vocabulary development. Practical strategies and practices are also provided to support both teachers and learners in improving teaching and learning in an ESL classroom.