REPUBLIC OF TURKEY

ÇAĞ UNIVERSITY

INSTITUTE OF SOCIAL SCIENCES

DEPARTMENT OF ENGLISH LANGUAGE TEACHING

AN INVESTIGATION ON ENGLISH LANGUAGE TEACHERS’

PERCEPTIONS TOWARDS USING SONGS IN TEACHING ENGLISH TO
YOUNG LEARNERS

THESIS BY

Evrim TAMBAŞ

SUPERVISOR

Assist. Prof. Dr. Hülya YUMRU

MASTER OF ARTS
MERSIN, SEPTEMBER 2015

I
II
 ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my supervisor Assist. Prof. Dr.

Hülya YUMRU for sharing her broad knowledge, patience and invaluable support that
led to a change in my academic life.
I also present my special thanks to Assoc. Prof. Dr. Şehnaz ŞAHİNKARAKAŞ,
Assoc. Prof. Dr. Jülide İNÖZÜ and Assist. Prof. Dr. Kim Raymond HUMISTON.
In addition, I must say a special thank you to Mehmet Burçin ÖZKAN, Haticetül
Kübra SAYGILI, Hatice ÇEŞME, Arzu İNCE and Hatice BEKİROĞLU for their
endless assistance and invaluable suggestions throughout thesis-writing process.
I wish to extend my thanks to my colleagues in GOP Doğa College, who shared
my joys and sorrow as I write my thesis.
Lastly, I would like to express my heartfelt thanks to my lovely family members
Halim and Hanımzade TAMBAŞ as well as my sister Eylem Aylin TAMBAŞ who
provided me with technical support in this process.

16.09.2015

Evrim TAMBAŞ

III
 ÖZET

İNGİLİZCE ÖĞRETMENLERİNİN ÇOCUKLARA İNGİLİZCE

ÖĞRETİMİNDE ŞARKI KULLANIMINA YÖNELİK ALGILARI ÜZERİNE
BİR ARAŞTIRMA

Evrim TAMBAŞ

Yüksek Lisans Tezi, İngiliz Dili Eğitimi Anabilim Dalı

Tez Danışmanı: Yrd. Doç. Dr. Hülya YUMRU
Eylül 2015, 64 sayfa

Bu çalışmanın amacı devlet ilk öğretim okullarında görev yapan İngilizce

öğretmenlerinin yabancı dil öğretiminde şarkı kullanımına yönelik algılarını ortaya
çıkarmaktır. Çalışmanın katılımcıları İstanbul’da devlet ilk öğretim okullarında görev
yapan 40 İngilizce öğretmenidir. 40 İngilizce öğretmeni anket uygulamasına katılmıştır
ve seçilen 8 İngilizce öğretmeni ile bireysel görüşme yapılmıştır. Çalışmada veriler
anket yoluyla ve yapılandırılmamış bireysel görüşmelerle toplanmıştır. Anket yoluyla
toplanılan veriler SPSS ile analiz edilmiştir ve içerik analiz yöntemi uygulanmıştır. Bu
çalışmanın sonucunda İngilizce öğretmenlerinin dil öğretiminde şarkı kullanımının
çocuklara birçok fayda sağladığının farkında oldukları tespit edilmiştir. Öncelikle,
öğretmenlerin büyük çoğunluğu şarkı kullanımının çocukların dil becerilerini
geliştirdiğine inanmaktadır. İkinci olarak, öğretmenlerin büyük kesimi şarkıların
çocukların derste ilgisini çektiğini ve dil öğrenme sürecini eğlenceli hale getirdiğini
düşünmektedir. Öğretmenler aynı zamanda şarkıların öğrencilerin İngilizce öğrenmede
korkularını azaltmada yardımcı olduğunu ve güvenli bir öğrenme ortamı oluşturduğunu
düşünmekteler. Bunun yanısıra, öğretmenler şarkılar aracılığıyla öğrencilerin kelimeleri
kolayca öğrendiklerini inanmaktadır.

Anahtar Kelimeler: Çocuklara İngilizce Öğretimi, İngilizce Öğretiminde Şarkı

Kullanımı.

IV
 ABSTRACT

AN INVESTIGATION ON ENGLISH LANGUAGE TEACHERS’

PERCEPTIONS TOWARDS USING SONGS IN TEACHING ENGLISH TO
YOUNG LEARNERS

Evrim TAMBAŞ

Master of Arts, Department of English Language Teaching

Supervisor: Assist. Prof. Dr. Hülya YUMRU
September 2015, 64 Pages

The purpose of this study is to investigate primary state school EFL teachers’
perceptions of using songs in English language teaching. The participants of the study
were 40 English language teachers working at primary state schools in İstanbul, Turkey.
40 EFL teachers participated in a survey, 8 of the participants attended unstructured
interview. The data of this study were gathered through a survey and unstructured
interviews. The data collected through the survey was interpreted via SPSS and the data
collected through interviews was subjected to content analysis. The findings of the
study showed that the teachers are aware that songs offer many benefits for young
learners. First of all, a great majority of the teachers believe that young learners improve
their language skills by the help of songs. Secondly, a vast majority of the teachers think
songs arouse young learners' interest in the classroom and make the language learning
process entertaining. The teachers also think that songs are helpful to decrease the
students' fears about toward learning English and create a safe learning environment for
young learners. Next, the teachers believe that students learn vocabulary easily through
songs.

Key words: Teaching English to Young Learners, Using Songs in Language Teaching

V
 ABBREVIATIONS

EFL : English as a Foreign Language

ELT : English Language Teaching
LH : Left Hemisphere
MFL: Modern Foreign Languages
RH : Right Hemisphere
SPSS : Statistical Package for Social Sciences

VI
 LIST OF TABLES

Table 1. Gender distribution of the participants……………………….........................21

Table 2. Age distribution of the participants………………………………………..…22

Table 3. Participants' years of teaching experience……………………………………23

Table 4. Teachers’ perceptions regarding the pedagogical value of using songs ……..27

Table 5. Teachers’ perceptions towards using songs…………………………………..29

Table 6. Teachers’ perceptions of the effectiveness of using songs……………...........31

Table 7. Distribution of the reasons why the teachers like using songs……………….33

Table 8. Distribution of the reasons why the teachers believe using songs is effective

tool in teaching English to young learners …………………………………...35

VII
 TABLE OF CONTENTS
COVER………………………………………………………………………......I
APPROVAL PAGE…………………………………………………………………....II
ACKNOWLEDGEMENTS…………………………………………………………III
ÖZET………………………………………………………………………………...IV
ABSTRACT………………………………………………………………………….....V
ABBREVIATIONS………………………………………………………………...VI
LIST OF TABLES…………………………………………………………………VII
TABLE OF CONTENTS……………………………………………………….......VIII

CHAPTER I
1. INTRODUCTION……………………………………………………………..1
1.1. Background of the Study……………………………………………………….1
1.2. Statement of the Problem……………………………………………………….2
1.3. Purpose of the Study………………………………………………………..……3
1.4. Operational Definitions…………………………….……………………………3

CHAPTER II

2. REVIEW OF LITERATURE……………………………………………………..4
2.1. Introduction…………………………………………………………………….4
2.2. Definition of a Young Learner ...……………………………………………4
2.3. Characteristics of Young Learners………..……………………………………5
2.4. Types of Language Teaching Activities………………………………………... 8
2.5. The Role of Songs in Language Teaching……………………………………...13
2.6. Benefits of Using Songs with Young Learners………………………………...16

VIII
 CHAPTER III
3. METHODOLOGY………………………………………………………………...20
3.1. Introduction……………………………………………………………………20
3.2. Research Design…………………………………………………………….....20
3.2.1. Quantitative research design...…….........................................................20
3.2.2. Qualitative research design………………………..……………………21
3.3. Participants of the study……………………………………………………......21
3.4. Data Collection Instrument of the Study..……………………………………...23
3.5. Data Collection Procedure of the Study………………………………………..24
3.6. Data Analysis of the Study………………………………………………..……24

CHAPTER IV

4. FINDINGS…………………………………………………………………………..26

4.1. Introduction……………………………………………………………….……26

4.2. Findings from the quantitative data……………………………………………26

4.2.1. Findings on EFL teachers’ perceptions regarding the pedagogical value of

using songs................................................................................................26
4.2.2. Findings on the teachers’ perceptions towards using songs…………….28
4.2.3. Findings on the teachers’ perceptions of the effectiveness of using

songs.........................................................................................................31

4.3. Findings from the qualitative data…………………………………………….33

4.3.1. Findings on the reasons why the teachers like using songs in teaching
English to young learners…………………………………………......…33
4.3.2. Findings on the reasons why the teachers believe using songs is an effective
tool in teaching English to young learners…………………………………..….35

IX
 CHAPTER V

5. CONCLUSION……….……….…………………………………………………...38

5.1. Introduction……………………………………………………………………..38

5.2. Overview of the study…………………………………………………………..38

5.3. Conclusion and Discussion …..………..……..………………………………...38

5.4. Limitations of the Study and Recommendations for Further Studies…………..41

6. REFERENCES……………………………………………………………….……42

7. APPENDICES……………………………………………………………………..49

7.1. APPENDIX 1: Letter of Permission to Use the Questionnaire…………….….49

7.2. APPENDIX 2: Likert Type Scale………….....................………………….....51

7.3. APPENDIX 3: Interview Questions…………………………………………...54

X
 CHAPTER I
1. INTRODUCTION
This chapter presents the background of the study, statement of the problem, and
the purpose of the study. It also reveals the operational definitions that are significant in
this study.
1.1. Background of the Study
Songs have a great impact on young learners in educational settings. As pointed
out by Chen and Chen (2009) ‘‘among all the materials used in class, songs are of great
value. They can provide a substantial amount of auditory input, and which is most
important at early language learning stage’’ (p. 17). For this reason, songs have been
considered as important instructional materials in language teaching for a long time. It
has been speculated that songs make language learning easier for many reasons. As the
author clearly stated above songs as auditory input has many benefits and contributions
to the learner especially at the very beginning of the language learning state. According
to Arevalo (2010), ‘‘the interactive and reflective learning process will generate an
abundance of language output from the students’’ (p. 131). One of these reasons is the
fact that songs make young learners expose to the use of authentic language and involve
learners in the lesson. Ross (2006) pointed out that ‘‘the example of authentic listening
materials is listening to songs to learn more about well-known bands that sing in
English’’ (cited in Arevalo, 2010, p. 124). At the same time, it is argued that, students
can have the chance to activate their prior knowledge by means of songs. From this
aspect, language learners can enhance language skills such as reading, writing, listening
and speaking. As Vera and Luna (2013) stated when songs are used in the classroom,
young learners have the opportunity to foster their linguistic competence since they deal
with the language skills. Therefore, students are able to develop receptive and
productive skills such as listening (to the songs), reading (the lyrics), speaking (singing)
and writing (forming lyrics). By this way, language learners could develop the language
skills and contribute to their vocabulary growth.
Moreover, it is argued that songs provide an element of fun in the language
learning process. According to Llach and Gomez (2007) ‘‘songs are associated with
relaxation and fun. It is a good device to stimulate the students and to improve the
atmosphere of the class’’ (p. 12). This, in turn, helps to decrease any anxiety the
learners might have and offer to create a non-threatening learning atmosphere in the

1
classroom. Even, some students who feel shy try to speak or express themselves
smoothly in front of their classmates. It may also be beneficial to increase a sense of
self-worth in that this situation may lead to contribute learners’ school performance. In
this way, learners could have a high degree of motivation in the lessons without feeling
pressure.
Songs also have a critical role in the development of social relations. As Failoni
(1993) and Silva (2006) pointed out ‘‘music favors social relationships while it enriches
cognitive processes in language learning’’ (cited in Vera and Luna, 2013, p. 17). Use of
songs is considered to be vehicles to maximize the social interaction among students
and this interaction helps students to develop and maintain positive attitude to language
learning. As Ara (2009) stated, students internalize a language via using their senses
such as listening, watching, observing the people around, imitating sounds and gestures.
In the light of this view, it becomes clear that songs create opportunities for learners to
use their senses. Their use may help learners broaden their perspectives and their
awareness. Moreover, songs could bring learners many chances to learn the target
language.

1.2. Statement of the Problem

Teaching English to young learners has become an important issue for teachers.
Since young learners are very energetic and they like moving around, teaching the
target language to them need extra effort. For these reasons learning activities need to
be designed regarding learners’ needs such as age, ability and interest. For Keskin
(2011) the teacher should provide learners a powerful motive like using songs in the
lesson. Similarly, young learners’ characteristics play a major role about how to teach
English and especially in conveying information. In this respect, they need to be
exposed to the new language and be given more opportunities for experimenting the
target language. Young learners are willing to gain a new experience every day.
Learners also want to know the reason why they tackle with any activity. If they are
informed about what they deal with it, they can show a big effort and maintain high
level of motivation. As Brunello and Borşan (2013) expressed ‘‘purposeful activity not
only encourages real interaction, but also gives the learners a wonderful opportunity to
talk about themselves, which is a great motivator’’ (p. 125). Since they have a short
attention span, they can get easily distracted. Similarly, Shin (2006) stated that ‘‘moving

2
from one activity to others that are related in content and language helps to recycle the
language and reinforce students’ understanding and use of it’’ (p. 4). From this point of
view, language teachers need to have a great number of activities to keep their interest
in the lesson. Integrating songs to language teaching curriculum may help learners to
stay focused in the lesson. Songs can be regarded as one of the most effective tools in
language teaching and learning. Both the teachers and the learners may take advantage
of songs.

1.3. Purpose of the Study

The main purpose of this study is to investigate primary state school EFL
teachers’ perceptions of using songs in English language teaching. The following
research question framed the present study:
What are primary state school EFL teachers’ perceptions towards the use of
songs in English language teaching?

1.4. Operational Definitions

English as a Foreign Language (EFL): Thornbury (2006) defined English as a

Foreign Language (EFL) as ‘‘English for learners in whose community English is not
the usual language of communication’’ (cited in Johnston, 2014, p. 13).
Young Learners: According to the regulations announced by the Turkish Ministry of
National Education (MoNE), ‘‘children who complete 66 months are to be enrolled in a
primary school in September’’ (The Official Gazette: 26.07.2014 / 29072). The
compulsory primary education in Turkey includes children who are between the ages of
6 to 13. Llach and Gomez (2007) stated that young learners have the ability to learn the
target language easily without feeling ashamed or making an effort.
Songs: Songs are essential tools in the development of English. Lo and Li (1998) stated
that ‘‘songs are able to change the monotonous mood in the class with the smoothing
effect of music; they provide a comfortable class environment so that students can
develop their lingual skills easily’’ (cited in Keskin, 2011, p. 378).

3
 CHAPTER II
2. REVIEW OF LITERATURE
2.1. Introduction

This chapter presents the theoretical background of the study. First, it offers a
discussion on the definition of a young learner, characteristics of young learners, and
the types of language teaching activities for young learners. Then, it presents the role of
songs in language teaching and the benefits of using songs with young learners.

2.2. Definition of a Young Learner

Teaching English to young learners is different from teaching English to older

learners as there are major differences between these two groups of learners regarding
how they learn a second language or a foreign language. Reflecting on related literature,
it becomes clear that the age factor is usually used to categorize the learners as it has an
effect on learners’ learning capacity (Pinter, 2006). Every society has basic and certain
rules and these rules are related to the social context in which it is used. Regarding this
issue, Pinter (2006) stated that:

Primary education is very different in various parts of the

World. In some contexts, primary education lasts from five to 11
years of age, while in other contexts children start school later,
at the age of six or seven, and state primary school can carry on
until children are 14 years of aged although primary school in
these cases is often divided into lower and upper primary
sections (p. 1).

McKay (2006) pointed out that the age range between the first six and seven
years old young language learners are ready for formal schooling in terms of learning a
foreign or second language. As suggested by Cameron (2001, cited in Yuliana, 2003)
young learners are those who have not completed the age of 14 yet. Additionaly, prior
to secondary education, young learners commonly spend their time at the primary
school level. That is why, age is a very important factor when defining who a young
learner is. According to Philips (1993), ‘‘young learners mean children from the first

4
year of formal schooling (five or six years old) to eleven or twelve years of age.
However, as any children’s teacher will know, it is not so much the children’s age that
counts in the classroom as how mature they are’’ (p. 5). Therefore, we may need to
consider children’s maturity when defining who young learners are. Rixon (1999, cited
in Yuliana, 2003) stated that age range of young learners includes approximately the
age of five and twelve years.
As mentioned above, it is clearly stated that the age factor plays an important
role when determining who young learners are. Since each country is aware of the
importance of age factor, there is an emphasis on age range when defining who young
learners are. According to the regulations announced by the Turkish Ministry of
National Education (MoNE), ‘‘children who complete 66 months are to be enrolled in a
primary school in September’’ (The Official Gazette: 26.07.2014 / 29072). The
compulsory primary education in Turkey includes children who are between the ages of
6 to 13. When a child completes the age of 5, primary education period starts. By the
time a child completes the age of 13, primary school education ends (Turkish Ministry
of National Education Statistics in 2012-2013).

2.3. Characteristics of Young Learners

Scott and Ytreberg (1990) identified certain characteristics of young learners as
in the following:
 They perceive the conditions quicker than they understand the language
used.
 They manage language skills for a long period before they are aware of
them
 They understand the World physically through hands, eyes and ears.
 They have difficulty in finding the distinction between the fact and the
fiction.
 They like working individually. Sharing can be a disturbing thing for
them.
 Their attention level is low and they also have short attention span (pp. 2-
3).

5
 Regarding the characteristics of young learners, Brunello and Borşan (2013)
expressed that children are capable of thinking in a wholistic way. It is clearly stated
that young learners have the ability to understand in a holistic way without thinking
analytically. They also have a talent on using the language creatively despite their
limited knowledge of language. The learners’ learning styles are mostly subconscious
and they have sense of entertainment and finding fun from the activities in their learning
environment. Brunello and Borşan (2013) also stated that young learners want to know
that they are successful in school life and they also need regular stimulation. At the
same time, they want to be praised by their teachers for performing well. Success is
considered as a motivational tool for them.
In addition, Harmer (2007) believed that young learners have various
characteristics. Here are some of their qualities:
 They achieve or perceive the meaning although they do not become
aware of the words.
 They get and reach the knowledge without noticing in the learning
domain.
 They are not interested in verbal statements instead, they are interacting
with physical objects and need to see, hear and touch..
 They are open to learning and have sense of wonder about the world
around them. They also show enthusiasm to learning.
 They take pleasure in talking about themselves and like being interested
as distinguished from others as well. They care about the consent that the
teacher would give.
 They love being on the move so; coloring, drawings, songs, making and
hands on activities through using their imagination give them pleasure (p.
38).
Pinter (2006) proved that young learners’ awareness levels about themselves are
low in respect to learning a language and learning process. She maintained that the focal
point is about themselves than others. Their world knowledge is limited as well. She
also mentioned that they take great pleasure in imagination, fantasy and involvement in
activities. After all, she suggested that children make progress as to their own potential
level in the period of education. Thus, they advance in their learning domain with their

6
new skills and abilities. Here she lays stress on the importance of their self potential
level so that they could learn and develop through their own pace.
Additionaly, they learn to realize their feelings during their development
process. According to Moon (2005), they have frequent difficulty in controlling their
behaviour, as they are fractious or really effusive. For Clark, (1990, cited in Moon,
2005) the thing that makes young learners different from older learners is the fact that
they tend to become disinterested easily especially in the things that require effort. They
cause others to lose concentration as they display disturbed actions. Clark also stated
that children do not pay close attention to the words. Instead, their focus is to recognize
what is going on. They instinctively concentrate on the meaning. As previously
mentioned, Shin (2006) pointed out some characteristics of young learners regarding
their attention span as in the following:
For young students, from ages 5 to 10 especially, it is a good
idea to move quickly from activity to activity. Do not spend
more than 10 or 15 minutes on any one activity because children
tend to become bored easily. As children get older, their ability
to concentrate for longer periods of time increases. So for
students ages 5-7, you should try to keep activities between 5
and 10 minutes long (p.4).
It is stated that young learners’ concentration level is low and their attention
span is short. Because of this, it might be a good idea to know their age range so that as
teachers we can adjust the duration of activities. As long as the course subjects are taken
as a basis, activity period could be changed. In this way, it might be considered as a
preventive way in terms of resolving boredom.
According to Halliwel (1992, p. 3), ‘‘Young children do not come to the
language classroom empty-handed’’. She suggested that when learners learn a new
language, they carry with them already a range of skills and abilities that will help them
to facilitate the target language. As Halliwel (1992) stated ‘‘children already have great
skill in using limited language creatively’’ (p. 3). Halliwel (1992) also stated that as
young learners are exposed to a new language, they start to use their language skill for
the new sounds, new words and new structures. Büyükyavuz (2014) pointed out that
‘‘young learners are characterized by their naugthtiness, noiseness, short attention span,
activity-addiction, their passion for games and hands-on learning experiences’’ (p. 3).

7
Büyükyavuz also (2014) emphasized that young learners love tackling with movement,
games and practical experiences. Similarly, Çakır (2004) stated that ‘‘…when learners
enjoy themselves, they are usually absorbed by the activity and want to continue with
it’’ (p. 103). When young learners are happier with the activity, they are able to have
eagerness to learn and complete their task immediately.

In addition to this, Brewster (2011) pointed out that children ‘‘… have lots of
physical energy… have wide range of emotional needs… are developing
conceptually… learn more slowly and forget things quickly, tend to be self-oriented and
preoccupied with their own world, get bored easily, are excellent mimics, … can be
easily distracted but also very enthusiastic’’ (cited in Arslan, 2012, p. 97). In this sense,
as teachers we should bear in mind that young learners have certain characteristics
while taking their motivation level into consideration.

Apart from all these, Cameron (2001) expressed her thoughts about the children
as language learners reflecting on Piaget and Vygotsky’s thoughts. Cameron (2001)
pointed that ‘‘the child is seen as continually interacting with the world around her/him,
solving problems that are presented by the environment’’ (p. 2). In other words, young
learners are able to make sense of the objects that surround their environment and this
understanding helps them to improve their intellect. Within this period, learners have
the chance to solve their problems. Cameron (2001) expressed that Vygotsky has
different points of view about developmental period than Piaget. ‘‘For Piaget the child
is an active learner alone in a world of objects, for Vygotsky the child is an active
learner in a world full of other people’’ (Cameron, 2001, p. 6). Those people play
important roles in helping children to learn. The separation between their thoughts is
clear. While Vygotsky discusses on child socialization through interacting with other
people, Piaget addresses this issue around the learner.
2.4. Types of Language Teaching Activities

Teaching English as a second or a foreign language to young learners require

teachers have various resources. Teachers should have huge resources to keep young
learners’ interest in the lesson since they have short attention span and they easily get
distracted. As Philips (1993) stated, ‘‘if an activity is enjoyable, it will be memorable;
the language involved will ‘stick’, and the children will have a sense of achievement
which will develop motivation for further learning (p. 6).

8
 In other words, there is a positive relationship between their success and
entertainment in the lesson. The more they have fun activities, the less they feel
stressed. In this way, the learners could have a desire to learn and they employ positive
attitudes to the lesson. According to Ara (2009), children have good opportunities to
learn a foreign language effectively through activities such as songs, rhymes and games.
These activities make learners learn the language in a pleasant way by decreasing their
level of stress about learning a foreign language.
When young learners are exposed to have many different kinds of language
learning activities, these activities help them to improve their four language skills and
pronunciation. To Çakır (2004), physical activities help learners to understand the target
language easily. For instance, making things, singing songs, playing games, doing
project work and doing hands-on activities. These activites engage learners in the
exploration of the language and this engagement helps them to have a better
understanding of the language.

In this sense, games are really effective tools just like songs and rhymes which
provide learners many benefits in learning the target language. As Vernon (2009, cited
in Ara, 2009) pointed out games make language learning an enjoyable process as a
result they participate the lesson willingly. Owing to their close attention in the activitiy,
learning becomes easier for them. Games also create opportunities to communicate.
They generally make effort to reach higher level during the activity because they have a
strong desire to join in such activities and learn more. Moreover, learners can have the
chance to have good language practice like repetition. Even if it is tedious for them in
some conditions, they recognize language structures and pronunciation.

Games also provide learners real-life like situations which help them use the
language correctly and appropriately in different contexts. Accordingly, McCallum
(1980, cited in Yolageldili and Arıkan, 2011) mentioned the advantages of using games
in language teaching as in the following:

 Games help learners concentrate on specific structures, grammatical

patterns, and vocabulary items.

 Games offer learners to strengthen, scrutinize and fortification on target

language.

9
  Games enable learners equal participation to lesson without ignoring
their level.

 Games are able to be adapted to considering their language level and age
range as well.

 Games provide learners stress-freeenvironment in such a way that they

could use the target language creatively with the atmosphere of healthy
competiton.

 Games can be integrated into any language teaching situations and they
can also be used four language skills such as reading, writing, speaking
and listening.

 Games employ immediate feedback in the sense of the teacher.

 Games satisfy high level of student participation with little preparation of

teachers (pp. 220-221).

Moreover, Ersöz (2010, cited in Büyükyavuz, 2014) stated that games have a
great impact on learners’ learning experiences. Here are some points:

 They are entertaining and amazing;

 They promote learners to motivate and improve cooperation;

 They participate to develop friend relationships, provide learners to get

socialized;

 They take place in children’ world as a natural part;

 They are considered as the only activity which learners bear in mind;

 They give learners chances to become aware of their all language and
meaningful learning in context;

 They raise learners’ awareness of themselves as well as learners’ world;

 They prevent learners to be distracted easily (p. 4).

10
 For these reasons, games should be integrated into the curriculum. However,
(Sánchez et al., 2007) warned the teachers that they ‘‘…should decide carefully when
and what kind of games students are going to be performed by analyzing different
factors’’ (p.47). According to (Sánchez et al., 2007), the purpose of the game, the
students’ educational level of English, and their ages are important points that need to
be considered. In other words, these criteria should be taken into consideration before
games are adapted into the learning and teaching environment.

In addition to games, use of songs in language teaching help students have fun
and learn to use the language effectively. According to Millington (2011), ‘‘For the
teacher, using songs in the classroom can also be a nice break from following a set
curriculum’’ (p. 134). It is stated that teachers might put the songs in the centre of
language teaching particularly in young learners’ classes so that the learners could
become relaxed and have positive feelings concerning language learning. Therefore,
language learning will be easier for them. As Krashen (1982) pointed out ‘‘If the
affective filter is high, learner will not seek the language input, and language acqusition
will not occur’’ (cited in York, 2011, p. 63). That is, the teachers need to create a stress-
free learning environment within which affective filter is lowered. They also need to
promote positive attitudes in the learners towards learning the target language and
encourage them to express themselves comfortably.

Furthermore, using drama is also one of most important language teaching

activities for young learners. Chalmers (2007) explained the reasons why the use of
drama in language teaching is very important:
Children demonsrate engagement when they explore and find
out. They may use drama to satisfy their curiosity; use their
senses; develop interests; pretend that objects are other things;
or to take on roles and act out experiences, alone with others.
Children’s motivation increases when they learn actively,
maintaining energy, focus, concentration and persistence. Drama
can be challenging, detailed and continuously evolving to allow
children to remain stimulated, to solve their own problems and
to meet their own challenges. Learning to create and to think
critically encourages children to predict and test ideas, to notice

11
 links and sequences and to understand cause and effect. Drama
activities can allow children to make choices, to try out new
ways of doing things, to adapt and change their strategies and to
discover a sense of pride and satisfaction in their own
achievements through working with or performing to others (pp.
vii-viii).

As stated by Chalmers (2007), drama gives chances for young learners to think
critically and cope with their problems. Use of drama in language learning classes
makes language learning creative, entertaining and gives excellent opportunities to
learners to express themselves freely. At the same time, drama helps to keep the
learners’ interest and draw their attention, so children could be stimulated to develop
their curiousity for the next step. Moreover, it supports students’ development of
communication skills while they are acting out. As Sam (1992, cited in Yüksel and
Halıcı, 2010) stated when drama used in the classroom play a significant role in that it
presents a great deal of possibilities to practice the target language in real life like
environment. Here it is expressed that drama offers chances to learners to be able to use
the target language meaningfully and appropriately in social context.

There are also various kinds of language teaching activities that can be
implemented in the classroom. To Thornton and Philips (2001, cited in Çakır, 2004, pp.
106-107), the following list involves considerable language teaching activities that can
be used in EFL classroom with young learners.

 Read and draw

 Find someone who is…

 Drawing, colouring, cuttingout, makingthings

 Playing pretend games (drama) with masks, puppets, toys, play dough
figures etc.

 Tongue- twisters

 Simple poems

 Information-gap activities

12
  Flashcards

 Songs.

2.5. The Role of Songs in Language Teaching

Songs are effective tools to use in young learners’ classroom. As expressed by

Shen (2009) we are impressed by the songs. By means of the interaction of music and
language songs have numerous values. Shen (2009) ‘‘Their richness in culture and
themes, their idiomatic and poetic expressions, their therapeutic functions and so on
makes them an impeccable tool for language teaching’’ (p. 88). Using songs with music
has drawn language teachers’ and researchers’ attention recently. De Cristofaro (2011)
mentioned certain reasons why songs with music should be integrated into the
curriculum. Here are those factors:

1) Everybody likes listening to songs;

2) Using music in classroom help learners boost listening activities, calm down and
feel relieved;

3) It offers learners to teach grammar and enables to help vocabulary growth in an

enjoyable way;

4) The language of songs broadens everyday language which people use;

5) Music facilitates the lyrics of songs to stick memory smoothly;

6) It gives excellent opportunities to practice pronunciation and intonation for

learners. They also have the chance to repeat the songs at home;

7) Learners will be able to retain linguistic structures and vocabulary so they could
keep their mind in a longer period;

8) Songs have the power to be learned about the culture and the people that fosters
different kinds of topics for the use of discussion (De Cristofaro, 2011, p. 38).

As presented above, music is a wonderful language learning tool. The effects of

music on language learning are obvious. Music promotes a number of advantages

13
during the language learning process. As suggested by Berk (2008) there are twenty
plausible implications to take into consideration:

 Increase concentration level

 Arouse their interest in the classroom

 Provide learners improve their predictability

 Trigger learners or relieve students for learning activities

 Develop learners’ imagination

 Establish rapport among students

 Build a relationship with other students and teacher

 Enhance the storage of content or concepts

 Make possible to complete monotonous and repetitive tasks

 Increase perception

 Stimulate creativity

 Bring success on tests and other measures

 Help learners to be encouraged and motivation

 Minimize apprehension on learners and help to decrease their fears about

terrifying topics (p. 46).

Berk (2008) laid stress on the impact of music in language learning process and
expressed that music makes learners to maintain positive attitude to learning English.
For this issue Forster (2006) emphasized children are able to develop their vocabulary
store. He added ‘‘… multi-word structures can include a range of sociolinguistic
situations appropriate to the age and needs of the pupils such as greetings, leave-takings,
requests and any language items necessary for basic classroom functions and routines’’
(p. 63).

14
 In other words, songs draw children’s attention in many different ways helping
vocabulary growth and the functions of language structures. Music and rhythm are also
helpful to build a bridge between grammar and language activities.
Additionally, songs also play a significant role in listening activities which is
related to internalisation of the input and phonologic forms of language. According to
Şevik (2012), songs are popular with their rhythmic and repetitive nature. These
features of songs may be helpful in the internalization of the input and phonological
component of language. He expressed this view ‘‘when an input is assilimated through
songs, that input is stored with other cooccuring elements, that is, the melody of the
song and the emotional elements germinated by the melody’’ (p. 332).
As stated by Ulate (2008), students have different learning styles in the way of
seeing, hearing and doing. Thanks to songs students can have facilities to practice the
language the way they wish. That is to say, every student processes and obtains
information in different ways. For example, while some of them use their visual and
auditory potentials some others might use their kinesthetic intelligences. With the help
of listening to songs students are able to interpret language according to their own
learning styles.
As Forster (2006) pointed out ‘‘when we teach songs and chants to young
children we are using the implicit approach which is probably situated in the right
hemisphere’’ (p. 64). Forster (2006) mentioned RH deals with musical features and
rhythm of a language. On the other hand, LH is associated with the connection of words
in a detailed way.

According to Vera and Luna (2013), music can be considered to increase

language learners’ brain power. In other words, learners are capable of coping with their
problems that they face in real life. It is clear from this sentence that music contributes
to critical thinking in everyday life and promotes to creative thinking. Music also leads
to brain development.
As Schoepp (2001) stated, songs have great importance in language learning
process. According to Schoepp (2001, cited in Şevik, 2011), teachers and researchers
find using songs valuable for three main reasons. These are affective, cognitive and
linguistic reasons.

15
 1) Affective Reasons: In Krashen’s Affective Filter Hypothesis,
language teachers must enable a positive atmosphere to
minimize high affective filter leading to language learning.
2) Cognitive Reasons: Songs have chances especially in
improving automaticity that is the principal cognitive point
for employing songs in the language classroom.
3) Linguistic Reasons: students are exposed to various language
samples through songs, which offer students for the genuine
language they will experience (p. 1028).
Murphey (2014) mentioned that integrating songs into the lessons may help
learners to increase their self confidence so that learners could have great utility in
learning English. Murphey (2014) added that teaching English through songs help
students become aware of themselves as language learners and feel confident in their
capabilities.

2.6. Benefits of Using Songs with Young Learners

Lenka (2011) pointed out that ‘‘songs have always been part of the human
experience’’ (p. 26). As widely known, songs expose the students to authentic use of
language so that they could be informed about the culture of the target language. In the
light of this view, Thain (2010) claimed that all of the children in the world are fond of
the combination of music and song and music can also give relaxation for the children.
Thus, experiencing a new language via music might be a pleasure for young learners.

He added that while children are learning a new language, repetitive feature of
songs help learners learn the target language implicitly. In this regard, songs are
essential resources to expose learners to a new language and to introduce them words
and meaning of the target language. According to Şevik (2012), using songs bring many
advantages to the learning environment for the following reasons:

 Songs are an interested property of many primary MFL curricula

 Songs may broaden students’ attention span if songs are used in the
correct way and appropriately

 Songs are thought as a medium for age-related language learning

16
  Songs support to have various comprehensible input

 Songs offer learners a large amount of source concerning culturally-

related elements (p. 11).

Using these resources in the classroom environment not only helps learners
internalize the language but also makes learning in a stimulating and an entertaining
way that is not tedious for them. According to Shen (2009), songs carry a big impact for
EFL learners to internalize the language with repetition and imitation so that they could
master the target language. Shen (2009) argued that the learners who always prefer to
listen to English songs are able to raise their awareness and pay close attention, notably
pronunciation, phonological rules, stress and intonation. Therefore, students can
produce and utter the words in the correct way. That is to say, listening to songs
contributes young learners’ speaking fluently and appropriately in the target language.
To Murphey (1989), ‘‘music and song are immensely useful and motivational in getting
our students to feel, think, and react’’ (p. 4). Furthermore, songs help learners to keep
the words in their minds.
As Murphey (1992) pointed out, ‘‘songs stick in our minds for various reasons.
Primarily, they are highly memorable because of the rhythm, rhyme and repetition of
words and phrases’’ (cited in Lenka, 2011, p. 22). As a result, the words can be recalled
in a longer period. According to Yuliana (2003), learners are exposed to a new language
through songs. With the help of repetitive words from songs help learners to recall the
words later. Therefore, the learners can have a chance to produce or utter the words
easily. From this point of view, words are easily learned and retained.
As Kramsch stated (1993), songs provides an entertaining and nonthreatening
learning atmosphere and brings learners a sense of relief without having apprehension
and inhibition. This leads to impress the language learning process in a positive and an
easy way (cited in Keskin, 2011). In other words, when students feel secure and have
positive feelings, learning environment can be more effective and encouraging for
learners. Accordingly Ulate (2008) mentioned many advantages of using songs as in the
following:

There are many different advantages of using songs:

establishing a positive learning state, energizing learning

17
 activities, increasing attention, improving memory, releasing
tension, and enchanting imagination, developing inspiration and
motivation, and adding the element of fun. Songs tend to have
simplified, colloquial language, use natural rhythm, stress,
intonation, contractions, slang, expressions, idioms, authentic
material and communicative repetition, all of which help to
build vocabulary and other language structures in way that is
stress-free for many (p. 95).

He also explained that songs are inclined to facilitate the everyday

language because of having authentic material. Here it is emphasized that
language learning process can be enriched with the help of songs including
language skills, classroom environment and colloquial language. Moreover,
Eken (1996) mentioned the necessities of employing songs in English
language classroom (cited in Kömür et al., 2005). Here are some of the
important points:

1) Songs promote a topic, a language point, lexis, etc.

2) Songs give the chance to experience a language structure, lexis, etc.
3) Songs pay attention learner errors in an implicit way.
4) Songs encourage extensive and intensive listening.
5) Songs add variety and bring entertainment to teaching and learning in the
classroom (Eken, 1996, cited in Kömür et al., 2005p. 111).

In their study Sarıçoban and Metin (2000) expressed that a great majority of the
students take pleasure in singing songs, so teaching a lesson with songs will trigger their
interest in the lessons. For this reason, using energetic songs in a cheerful learning
atmosphere create opportunities for students to sing or dance (cited in Roslim et al.,
2011). In this case, students are willing to participate in the lesson which includes
singing and dancing with joyful activities. This leads to positive and entertaining
language learning atmosphere.
As suggested by York (2011), songs are also effective to enrich the learning
environment including individual, group, and class-based activities. In this regard,

18
songs help language learning to shape the group activities. For Millington (2011), songs
can be used as teaching and learning tool.

On the other hand, he stated that only singing songs might not work especially in
communicating in another language. Incorporating songs into the lessons as tasks makes
the use of songs more powerful tools for learners. It is emphasized that use of songs
maximizes learning in addition to providing lively atmosphere in the classroom
environment. As Vera and Luna (2013) mentioned ‘‘the language teaching activity into
a multilayered task where language input comes from different sources, making the
whole learning process a global and more meaningful one’’ (p. 18). They added that
using music in the lessons contributes to advance receptive and productive skills, and it
promotes language acquisition. Çakır (2004) added that they are a part of our lives,
authentic, culturally related and mostly enjoyed besides providing learners
comprehensible input, facilitating memorization and repetition. That is why; songs are
powerful tools for language learning.

19
 CHAPTER III
3. METHODOLOGY

3.1. Introduction

The aim of this study was to find out primary state school EFL teachers’
perceptions of using songs in ELT. This chapter presents the research methodology and
the participants of the study. It also gives information about the data collection tool,
data collection procedures and the method used for the analysis of the data.

3.2. Research Design

According to Shukla (2008) ‘‘research design in simple terms is a plan of the

methods and procedures that is used by researchers to collect and analyze the data
needed by the manager’’ (p. 29). Shukla (2008) pointed out that in research design, the
researcher discusses research questions, which include the problem statement of the
research. Additionally, research design has the importance in the sense of addressing
research questions and providing clear objective to the researcher. This study was
designed as a mixed method. For this reason, both qualitative and quantitative tools
were collected using interviewing and a questionnaire and analyzed. Merriam (1988)
emphasized the difference between these kinds of tools that ‘‘small, non-random,
samples are taken to be characteristic for qualitative research and large, random and
representative samples as representative for quantitative research’’ (cited in Allwood,
2011, p. 1425).

3.2.1. Quantitative research design

According to Creswell (2009) ‘‘those who engage in this form of inquiry have
assumptions about testing theories deductively…’’ (p. 4). Creswell (2009) stated that
the quantitative research aims to eliminate any bias and gives instructions so as to
examine the survey. Thus, generalizable findings are presented. As suggested by
Everest (2014) ‘‘helpful in testing and validating theories; testing hypothesis;
replication of finding; allows quantitative predictions; less time consuming; and
findings are independent of the researcher’’ (p. 9). Yauch and Steudel (2003) mentioned
the advantages of the quantitative survey. Performing the quantitative survey brings
advantages not only save time in terms of organizing the data before the study but also
facilitates the replies in the sense of creating tables. For them, it is useful to put the data

20
into the practice. Likert-type scale is preferred to take respondents’ attitudes, thoughts
and beliefs about any issue. According to Clason and Dormody (1994), Likert-type
scale sheds light on the participants’ attitudes and opinions. Albaum (1997) also
explained that a Likert-type item promotes person to have elaborative information than
provide superficial knowledge.
3.2.2. Qualitative research design
According to McMillian and Schumacher (2006) ‘‘qualitative designs are just as
systematic as quantitative designs, but they emphasize gathering data on naturally
occurring phenomena’’ (p. 26). As stated by Merriam (2002) ‘‘the design of a
qualitative study focused on interpretation includes shaping a problem for this type of
study, selecting a sample, collecting and analyzing data, and writing up the findings’’
(p. 11). Patton and Cochran (2002) stated that ‘‘qualitative methods generally aim to
understand the experiences and attitudes of patients, the community or health care
worker. These methods aim to answer questions about the ‘what’, ‘how’ or ‘why’ of a
phenomenon rather than ‘how many’ or ‘how much’, which are answered by
quantitative methods’’ (p. 3).
3.3. Participants of the study
The participants of the study were 40 English language teachers working at
primary state schools in İstanbul, Turkey. The teachers work in different parts of the
city. In this study, convenience sampling was used. According to Farrokhi &
Mahmoudi-Hamidabad (2012), ‘‘convenience sampling is a kind of non-probability or
non-random sampling in which members of the target population’’ (p. 785). As
suggested by McMillian (1996) concerning the researcher’s knowledge of the
population, judgment is made about which points should be considered to ensure the
optimum information to analyze the aim of the research. Table 1 presents the gender
distribution of the participants.
Table 1. Gender distribution of the participants

Gender N %

Female 28 70

Male 12 30

Total 40 100

21
 As shown in Table 1, teachers’ total number was 40. Twenty-eight of them were
females and 12 of them were male teachers.

Table 2 shows the age distribution of the teachers who participated in the study.
The teachers' age ranged from 25- and less to 51- and more. The biggest part of the
study involved teachers with an age range between 26-30. Only 1 participant was
between 41 and 45 ages. There were no participants at the age range 46-50.

Table 2. Age distribution of the participants

Age N %
25- and less 6 15

26-30 16 40

31-35 11 27,5

36-40 3 7,5

41-45 1 2,5

46-50 - -

51-and more 3 7,5

Total 40 100

22
Table 3. Participants' years of teaching experience

Teaching Experience N %

1-5 21 52,5

6-10 10 25,0

11-15 8 20,0

16-20 - -

+ 21 1 2,5

Total 40 100

Table 3 presents the teachers' years of teaching experience. As shown in Table 3,

teachers’ teaching experiences ranged from 1-5 years to 21 years and over. Out of 40
participants, 21 of them had 1 to 5 years of teaching experience while 10 of the
participants had 6-10 years of teaching experience. Only 1 teacher had 21 years and
more years of teaching experience.
3.4. Data Collection Instrument of the Study
We used two instruments to collect the data of the study. The first one was a
survey developed by Şevik (2011). The survey consisted of eighteen items including a
five point Likert-type scale. There were four main parts in the survey. The first part
included five questions. These questions included item 1, 2, 3, 4 and 5 (see Appendix
2). On the other hand, we didn’t use questions 16, 17 and 18 of the questionnaire, as
those questions were not relevant to the aim of the study. The aim of the questions was
to find out teachers’ beliefs about the educational value of using songs in teaching
English to young learners. The second part of the scale consisted of five items. The aim
was to analyze the teachers’ point of view in the sense of using songs in English
language teaching to young learners. In the third part, there were five items. The
purpose was to uncover the participants’ opinions about using songs in English
Language Teaching. The second data collection instrument was an unstructured
interview conducted with 8 EFL teachers. The aim of the interview was to find out
teachers’ perceptions towards using songs in English language teaching to young
learners.

23
 In this study, the researcher addresses these questions during the interview
process:

 Do you like using songs? Why?

 Is using songs an effective tool in teaching English to young learners?

Why?

3.5. Data Collection Procedure of the Study

In this study, the researcher collected the information as a direct way from EFL
teachers. A likert type scale and individual interviews were applied during the data
collection procedure. First of all, 40 EFL teachers were selected randomly from state
schools. A likert type scale developed by Şevik (2011) was applied to EFL teachers.
After they completed to the scale, 8 of them were selected randomly and interviewed
personally with respect to EFL teachers’ perceptions of using songs to young learners.
Moreover, interviewing was recorded during this period. Each of the interview lasted 3-
5 minutes. At the end of interviewing, the researcher took notes.

3.6. Data Analysis of the Study

In this survey, descriptive statistics with a statistical Package for the Social
Science (SPSS) were conducted. The data was collected and interpreted via SPSS. To
Levesque (2005) ‘‘SPSS offers a rich set of tools for carrying out those data
management tasks’’ (p. 1). According to Paura and Arhipova (2012), ‘‘one of the
opportunities to reduce time for the teaching of software is to include one statistical
program at all levels of the study’’ (p. 11). As suggested by Healey (2010) ‘‘since the
programs are already written, you can capitalize on the power of the computer with
minimal computer literacy and virtually no programming experience’’ (p. 20).

We also conducted content analysis for the responses given to interview

questions. According to Elo and Kyngäs (2007) ‘‘an advantage of the method is that
large volumes of textual data and different textual sources can be dealt with and used in
corroborating evidence (p. 114). As stated by Krippendorff (1989) ‘‘content analysis is
a research technique for making replicable and valid inferences from data to their
context’’ (p. 403). Krippendorff (1989) emphasized that content analysis gives
opportunity to investigate the data in particular context by dedicating any group.

24
Chelimsky (1989) stated that content analysis consists of certain methods to gather and
analyze the information so that it can help researchers to draw conclusions about
properties from recorded material.

25
 CHAPTER IV
4. FINDINGS

4.1. Introduction

The aim of this study was to find out EFL teachers’ perceptions of using songs
in English language teaching. This chapter presents the findings of the study in three
sections: teachers’ perceptions regarding the pedagogical value of using songs (Section
4.2.1), teachers’ perceptions about using songs (Section 4.2.2), and teachers’
perceptions about the effectiveness of using songs (Section 4.2.3). Additionally, the
study presents the findings from the interviews held with 8 EFL teachers (Section 4.3).

4.2. Findings from the quantitative data

4.2.1 Findings on EFL teachers’ perceptions regarding the pedagogical value of
using songs
This section presents the findings on primary state school EFL teachers’ beliefs
about the pedagogical value of using songs in teaching English to young learners. These
findings were gathered through five items as revealed in Table 4.

26
Table 4. Teachers’ perceptions regarding the pedagogical value of using songs
Agree Undecided Disagree

Survey Item
f % f % f %
Q1 (I believe that songs should 37 92.5 2 5 - -
be an essential part of the English
language teaching curriculum for
young learners.)

Q2 (I believe that songs present 37 92,5 3 7,5 - -

many opportunities for young
learners to show their skills in
many language areas.)

Q3 (I believe that songs are fun 38 95 2 5 - -

and full of pedagogical value.)

Q4 (I think that teachers must use 12 30 5 12,5 23 57,5

songs only for fun, and breaking
down boredom.)

Q5 (I believe that songs are very 39 97,5 1 2,5 - -

important in developing the
listening skills of young
learners.)

As presented in Table 4, the teachers' responses to the first item clearly indicated
that 92.5% of the participants believed songs should be a principal part of the English
language teaching curriculum for young learners while 5% of the participants were
undecided and none of them disagreed with the first item. The responses given to the
second item indicated that 92.5% of the participants believed songs have great
opportunities for achievement in terms of young learners to show their abilities not only
at school environment but also in many language areas outside of the school while 7.5%
of the participants were quite undecided and none of them disagreed with the second
item. As it can be seen from Table 4, a large majority of the participants agreed with the
third item. That is, 95% stated that songs are entertaining. They have also precious
values in the educational environment. While 5% of them were undecided and none of
them disagreed with the third item. For Item 4, 30% of EFL teachers declared that
teachers must activate songs only for the purpose of pleasure or to break down distress.

27
Meanwhile, 12.5% of the teachers were undecided. We also found out that 57.5% of the
teachers disagreed with the fourth item. The responses given to the fifth item showed
that a vast majority of EFL teachers (97.5%) believed songs have the characteristics of
improving listening skills of young learners. The teachers with 2.5% were undecided
and none of the teachers disagreed with the fifth item.

Table 4 showed that teachers believe songs are effective tools for the curriculum
of English language teaching for young learners. According to the great majority, songs
play a crucial role in improving young learners' listening skills. Additionally, teachers
think using songs in teaching English presents a great amount of opportunities for the
young learners that make them participate more in class and make students express their
opinions freely.

4.2.2. Findings on the teachers’ perceptions about using songs

This section presents the findings on the teachers’ attitudes toward using songs
in teaching English to young learners. As pointed out in Table 5, the teachers were
asked to express their attitudes toward using songs in teaching English to young learners
using five items based on a five point Likert-type scale.

28
Table 5. Teachers’ perceptions towards using songs

Agree Undecided Disagree

Survey Item
f % f % f %
Q6 (I believe that I do not have 19 47,5 8 20 13 32,5
enough resources to use as songs.

Q7 (I find it difficult to find an 24 60 4 10 12 30

appropriate song for every topic
of the English language
curriculum.)

Q8 (I believe that using songs to 8 20 6 15 26 65

teach English may distract
students’ attention during the
lesson.)

Q9 (I believe that using songs in 3 7,7 7 17,9 29 74,3

my English class can be time
consuming.)

Q10 (I believe that I cannot 9 22,5 17 42,5 14 35

measure students’ knowledge of
English when I use songs in my
classes.)

For Item 6, "I believe that I do not have enough resources to use as songs",
47.5% of the teachers stated that they believe they have difficulties in being possesion
of having enough materials to utilize songs while 20% of them were undecided.
However, 32.5% of the teachers disagreed with Item 6. As for the seventh item "I find it
difficult to find an appropriate song for every topic of the English language curriculum,"
the majority of the teachers (60%) pointed out that they find it quite complicated and
challenging to find an interested song which is compatible with all theme of the English
language curriculum. Regarding the same item, 10% of the teachers were undecided
while 30% of them disagreed with it. Item 8, 20% of the teachers pointed out that
teaching English with songs might cause to lose students’ concentration in the lesson
while 15% of them were undecided. The majority of the teachers (65%) indicated that
they disagreed with Item 8. The findings of the nineth item showed that a small

29
proportion of the teachers (7.7%) believed songs in the classroom atmosphere may be
problematic about saving time while 17.9% of them were undecided. On the other hand,
most of the EFL teachers (74.3%) declared that they disagreed with the idea that songs
in their English class may be helpful on using their time well. Regarding Item 10,
22.5% of EFL teachers stated that they believed they cannot assess students’ knowledge
of English as they teach songs in their classes. Majority of EFL teachers (42.5%) were
undecided while 35% indicated that they disagreed with Item 10.

Table 5 revealed that 47.5% of the teachers do not have adequate materials to
use as songs. Moreover, 60% of them explained that finding appropriate songs for every
topic of the English language curriculum is uneasy. Following these results, we might
assume that EFL teachers have difficulty in finding songs and they have problems
considering provide favourable songs related to the topic for young learners. EFL
teachers with 20% assumed that songs in English Language Teaching may prevent
students’ concentration throughout the lesson. In contrast, a clear majority of EFL
teachers with 65% disagreed with this idea. For this reason, we may state that most
teachers believe songs keep learners' interest in the lesson. Additionally, a small portion
of the teachers with 7.7% showed that employing songs in their English class waste
students’ time. However, the highest part of the teachers with 74.3% disagreed with this
idea. Therefore, we might state that teachers think using songs in teaching English help
learners benefit in the language learning process. For the last Item 10, 22.5% of the
teachers indicated that they cannot evaluate students’ knowledge of English through
songs. 35% of them disagreed with this thought. At the same time, 42.5% were
undecided. Following these findings, we assume the majority of teachers are indecisive
whether songs can measure learners’ knowledge of English or not.

30
4.2.3. Findings on the teachers’ perceptions of the effectiveness of using songs

As presented in Table 6, this section offers the findings about the teachers’
thoughts on the effectiveness of using songs in teaching English to young learners.

Table 6. Teachers’ perceptions of the effectiveness of using songs

Agree Undecided Disagree

Survey Item
f % f % f %
Q11 (I believe that songs 39 97,5 1 2,5 - -
accelerate the memorization of
vocabulary)
Q12 (I believe that songs 39 97,5 1 2.5 - -
provide a large amount of
repetition which results in
automatic use of the target
language.)
Q13 (I believe that songs are a 40 100 - - - -
highly motivating and
entertaining way of teaching
English, especially for young
learners.)
Q14 (I believe that songs are not 6 15 3 7,5 31 77,5
very effective in teaching
English to young learners.)
Q15 (I believe that using songs 27 67,5 5 12,5 8 20
can lower students’ anxiety
toward learning English.)

The responses given to Item 11 showed that great majority of the teachers with
97.5% believed songs accelerate the memorization of vocabulary. Only 2.5% of the
teachers stated that they are undecided. None of the teachers disagreed with Item 11.
Additionaly, item twelfth showed that a vast majority of the teachers with 97.5% stated
that songs ensure to increase the number of repetitions which leads in speaking fluently
in the target language. 2.5% of the teachers were undecided with the twelfth item. For

31
Item 13, the teachers with 100% indicated that songs are quite stimulating and amusing
way of teaching English, especially for young learners. Moreover, as to the fourteenth
item, 15% of the teachers believed that songs are not really a vivid effect in teaching
English to young learners. 7.5% of them were undecided. Most of the teachers with
77.5% disagreed with Item 14. Finally, as to the findings of the item fifteenth, 67.5%
explained that use of songs in the classroom can reduce students’ anxiety level toward
learning English. While 12.5% stated that they were undecided, 20% of the teachers
disagreed with Item 15.

Table 6 revealed that a clear majority of EFL teachers with 97.5% believed
songs have an impact on helping vocabulary growth. Only 2.5% of EFL teachers were
undecided. The results showed that using songs in teaching English facilititate learning
the target language and especially in vocabulary learning. Almost all the teachers
(97.5%) stated that songs give chances with a huge amount of repetition which leads in
becoming fluent speakers in the target language. The rest of the teachers with 2.5%
were undecided. This idea strenghtens teachers’ thoughts about the benefit of using
songs in that they provide learners to have a wide range of repetition. All of the teachers
who participated in this study with 100% expressed that songs trigger motivation and
have a lot of fun in the way of teaching English, especially for young learners. This
result showed that while teaching target language to young learners, songs have the
power to contribute in increasing students' motivation and entertaining them when
learning English. Moreover, 77.5% of the teachers expressed that songs have an
important effect on young learners in language learning. That is, 67.5% teachers
indicated that songs can reduce students’ apprehension toward learning English while
12.5% stated that they were undecided and 20% declared that they disagreed. According
to the majority of the teachers, songs are effective in minimizing learners’ anxiety and
maintaining positive attitudes in the language learning process.

32
 4.3. Findings from the Qualitative Data

4.3.1. Findings on the reasons why the teachers like using songs in teaching English
to young learners

Table 7 reveals the reasons why the teachers like using songs in teaching English
to young learners.

Table 7. Distribution of the reasons why the teachers like using songs

Reasons Frequency

1. Taking students attention 3

2. Presenting a new vocabulary 3

3. Illustrating topics 2

4. Practising a structure 2

5. Developing students’ pronunciation

1
skills

As it is shown in Table 7, teachers believe songs are useful to draw students'

attention in the lesson. Three of the interviewees conveyed this idea as the following:

I like using songs, so I can take students attention in the lesson easily when I
play a song.

I like using songs especially for young learners. Because songs attract their
attention and motivate them, they are useful tools in the lesson.

I like using songs. Since the children love songs, songs are very effective way to
take students attention in the lesson.

Songs are also regarded as a way of presenting new vocabulary by the three of
the interviewees as stated in the following:

Songs are helpful to present new vocabulary or recycle the known language.

33
 It is unpractical to choose a song just because it is fun. I can also use a song to
teach new words.

Using songs in the lesson works better and the new words become as permanent
as memorial.

Two of the interviewees who also referred to the essential points about using
songs stated that integrating songs into the lesson gives a chance to shed light on the
topic. They said:

Incorporating the songs into my lessons provides a practical way of making

progress in class especially in illustrating the topics or themes.

I like using songs during my classes. Because when you put rhythm and words
together, the topic or the intended message is given in a more effective way as songs
address to both ears and eyes.

Using songs in the lessons help students to internalize the structures. In this way,
young learners get the sentence structures inductively. Another interviewees supported
this idea as the following:

I like using songs. Songs give the opportunity to practice the structure within
rhythm.

I like using songs. It offers learners easy memorization so that learners could
practice the structure without trouble.

Teachers also believe singing the words of the songs is a great way to utter the
words easily. Keeping the words in their minds and having more repetitions bring
learners the automatic use of the target language with a good pronounciation. One of
the interviewees expressed that using songs in language teaching play an important role
in terms of improving learners pronunciation skills. He said:

I like using songs while teaching because learners can easily develop their
pronunciation skills.

34
 4.3.2. Findings on the reasons why the teachers believe using songs is an effective
tool in teaching English to young learners

Table 8 presents the reasons why the teachers believe using songs is an effective
tool in teaching English to young learners as identified through the qualitative data.

Table 8. Distribution of the reasons why the teachers believe using songs is an
effective tool in teaching English to young learners

Reasons Frequency

1. Having a lot of Fun 5

2.Building a Positive Learning

3
Atmosphere

3. Providing Motivation 2

4. Presenting Authentic Material 1

5. Enhancing Language Skills 1

As presented in Table 8, the teachers believe young learners find listening to

songs quite charming. They also love rhythmic things, so learners are able to keep the
words in their mind easily. Moreover, being in motion via songs ensures them take
pleasure in this learning activity. Regarding this finding, five of the the interviewees
expressed the following during the interviews:

It is an effective tool as it is engaging. It provides fun listening activity.

It is quite effective. Thanks to its an entertaining effect, it obtains learners to

access the language into their subconcious.

It is an effective tool. Songs give sense of fun and they are more interesting in
the lesson.

It is an effective tool. Because learners love fun activities, we can make a good
connection with the target language when they are learning.

35
 Using songs in teaching English to young learners is a quite effective way.
Songs have a lot of fun for learners. By this way, using songs is a great way to get the
learners involve in this learning activity.

Creating a safe learning environment is crucial for young learners. They feel
themselves open to learning. This positive learning atmosphere allows learners the
sense of belonging in the classroom. Furthermore, learners can have a chance to feel
responsible for their own learning. Therefore, songs are effective tools to build a non-
threatening learning environment in language teaching. Three of the interviewees
supported this idea as in the following:

Yes, it is quite effective. Songs are helpful to maintain a positive learning

atmosphere by cleaning the ears from the noise of the class and send good signals to the
brains of both the students and the teachers.

Yes, it is effective. Songs are perfect tools to make students’ sympathy higher
towards language learning.

Yes, it is effective. When learners are bored or tired, songs serve to reduce the
tension on learners. Songs are also good for changing the flow of the lesson in a
positive way.

In addition, the teachers stated that a motivated student has a feeling of

happiness and so he feels energetic, for this reason, they continued songs play an active
role on learners' success. At the same time, by preparing students to lesson help learners
increase their motivation level. Two of the interviewees conveyed this idea as follows:

Yes, because one person can learn best with what he/she loves most and
everyone loves music. Music is a natural motivation of human.

Yes, it is. Using songs in language teaching strengthens learners motivation. It

reveals a strong desire on learners to complete any task.

Songs are also grouped as an authentic material which makes learning more
interesting and engaging for learners. In other words, it makes learning more enjoyable.
One of the interviewees stated :

36
 Using songs is effective. Songs get included as an authentic material. They are
useful for arousing learners curiosity in the target language. Learners also have the
opportunity to raise their awareness in the target culture.

Songs have a big impact on language skills. As an example, listening to songs

helps learners to expand their vocabulary. Due to their repetitive and rhythmic nature,
songs allow learners to have a good pronunciation. Additionaly, songs support learners
speech development. One of the interviewees who considered using songs enhances
language skills in language teaching. He stated:

Yes, it is quite effective. By using songs teachers can realize several goals in
language teaching. For example, songs certainly improve students’ audio-visual
capabilities. You can benefit from songs in many ways such as listening, speaking,
reading, writing, vocabulary and pronunciation. Using songs in English classes with a
detailed method would certainly result with a dramatic improvement in students’
language skills.

37
 CHAPTER V

5. CONCLUSION

5.1. Introduction

This chapter firstly presents the overview of the study. Then, the discussion and
conclusions of the research are given. This chapter ends with the limitations of the study
and recommendations for further studies.

5.2. Overview of the study

The main purpose of this study was to investigate primary state school EFL
teachers’ perceptions toward using songs in teaching English. This study included forty
EFL teachers working at primary state schools in İstanbul. A Likert type survey
developed by Şevik (2011) (see Appendix 2) and an unstructured interview were used to
collect data. In the data analysis procedure descriptive statistics with SPSS was
conducted for the responses gathered from the survey. Content analysis was also carried
out to analyze the interviewees’ responses to the interview questions.

5.3. Conclusion and Discussion

The teachers are aware that songs offer many benefits for young learners.
Teachers point out many reasons why they think songs present great opportunities to
young learners in the process of learning the target language. First of all, a great
majority of the teachers express that young learners improve their language skills such
as listening, speaking, reading and writing by the help of songs. This conclusion
supports the findings of Batdı and Semerci (2012). In their findings of the study, Batdı
and Semerci (2012) argue that songs are extremely important especially in teaching the
target language and improving language skills. They state songs promote creative
thinking, productivity and use of imagination. Additionally, for them, songs contribute
to grammar, pronunciation, vocabulary teaching and phonemic awareness in a relaxing
mood.

The second conclusion of this study is in line with those of Chen and Chen
(2009). In their study, Chen and Chen (2009) concluded that English popular songs
were mainly preferred by students. Students expressed that listening to certain types of
music triggered them to learn more. Similarly, in the present study a vast majority of the

38
teachers think songs arouse young learners' interest in the classroom and make the
language learning process entertaining. The teachers also think that songs are helpful to
decrease the students' fears toward learning English and create a safe learning
environment for young learners. In this way, students are able to express themselves
clearly and freely and they are willing to participate more in the lesson.

Next, the teachers believe memorization of vocabulary is easy through songs as

they are easy to remember because of their repetitive nature. These findings are similar
to those of Şevik (2011) who argued that Turkish EFL teachers’ opinions reveal that
songs are so prominent that they play a principal role especially in English classes. At
the same time, songs are desired for young learners. The findings of the study also
showed that a large majority of the teachers believe songs are fundamental resources in
teaching English to young learners with the belief that songs draw learners' interest to
the lesson and help them increase their short attention span.

The findings gathered from the interviews have also shown that teachers believe
they can benefit from songs in many respects in language teaching. Drawing learners
attention to lesson through songs can be easier way, so controlling the class for the
teachers would be helpful. When songs are used in an effective way, the stages in the
lesson such as pre, while and post would be more beneficial and striking on learners. As
suggested by Linse (2006) ‘‘they can help children make the transition from their native
language into English as the lesson warm-up’’ (p. 38). She added that at the end of the
lesson songs can be a great potential to be remembered easily. In addition, a new song
presents a new vocabulary in that it has a great tool as a teaching aid to support
vocabulary acquisition. According to (Abidin et al., 2011), ‘‘songs can be directly used
to teach vocabulary in the English language lessons’’ (p. 1490). In this way, learners
are exposed to new vocabularies for learning within rhythm. Illustrating topics through
songs is also one of the methods that teachers are able to benefit from it in language
teaching. Every new topic helps learners perceive different types of vocabulary. In the
light of this view, Millington (2011) expressed that ‘‘they are usually based around a
theme or topic that can provide the context for vocabulary learning’’ (p. 135).
Additionally, using songs in the lesson promotes learners to practice sentence structures
through melodic features. Paquette and Ring (2008) explained that ‘‘songs may be used
for the presentation and/or practice phase of language lessons. They can be used to

39
teach a variety of language skills, such as sentence patterns, vocabulary, pronunciation,
rhythm, and parts of speech’’ (p. 228). Using songs in English class is also thought to
make strong in the development of oral communication with a correct pronunciation.
Teachers believed that using songs in language classes is a valuable tool especially in
improving pronunciation skill and helping learners’ rhythm of the sentences. In order to
avoid any misunderstanding in oral communication, a good pronunciation plays a vital
role. Ulate (2008) added that songs have been used for many purposes in language
teaching such as grammar structure, listening skills, vocabulary growth, and writing
activities. Therefore, pronunciation skill can be included into lesson plan.

In addition, the findings gathered from the interviews have also shown that EFL
teachers believe that using songs is an effective tool in English class. Songs have a big
role to provide learners fun teaching. According to Richards (1969), ‘‘most children
enjoy singing, and songs are often a welcome change from the routine of classroom
activity in learning a language. Pleasure for its own sake is an important part of
language learning’’ (p. 161). In addition, an entertaining learning atmosphere is mostly
desired for young learners. As learners have a feeling of joy, it is difficult for learners to
be exposed to negative attitudes such as lack of self-confidence, apprehension and stress
in learning atmosphere. In other words, learners find chances to boost their confidence
and participate in the lesson actively, so they are open to learning opportunities. In this
direction, Adkins (1997) stated that ‘‘music can bring about a feeling of freedom as
students search for and create unique patterns and rhythms. This helps create an
atmosphere that encourages emotional wellbeing within a positive learning
environment’’ (p. 45). Songs also offer a potential that strengthen learners motivation.
As language teachers learning environment is enhanced provided that learners are
motivated strongly. For this reason, using songs in language teaching is a good
motivator for learners. Since motivation plays a key role on learners’ success, teachers
strive to maintain learners’ motivation level during the learning process. Language
teachers believe that songs can be used in teaching as an authentic material. Authentic
materials promote learners to attract their attention and keep their interest alive in
lesson. As stated by Arevalo (2010) as teachers constructing a teaching environment
and preparing lesson materials, songs have a big importance to improve learners
listening skills as authentic materials. Authentic materials draw great interest since they
are more interesting and stimulating. In addition to these opportunities of songs, they

40
also have the power of developing learners’ language skills such as listening, speaking,
reading and writing. Using songs as a teaching aid has a positive impact in language
development. According to Keskin (2011), there is a fact that music gives a sense of
relief and songs with rhythms, melodies and rhymes are helpful to develop learners’
language abilities.

As presented above, according to the survey and interview results, EFL teachers
believe that songs are wonderful language learning tools in that songs give excellent
opportunities when they are incorporated into the curriculum. It is seen that songs bring
perfect facilities in language teaching. As songs are used effectively and appropriately,
the influence of songs in educational setting becomes more powerful on learners.

5.4. Limitations of the Study and Recommendations for Further Studies

This study has two main limitations. Firstly, the participants of the study were
limited only to 40 EFL teachers working at state schools in İstanbul, Turkey. In further
studies, the number of the participants could be increased. Another suggestion is that
this study may not be remain limited only with EFL teachers working at state schools.
EFL teachers’ perceptions working at private schools can also be included in further
studies.

41
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7. APPENDICES

7.1.APPENDIX 1: Letter of Permission to Use the Qestionnaire

From: ‘‘Evrim Tambaş’’ <evrim_86_tmbs@hotmail.com>

To: ‘‘Mustafa Şevik’’ < msevik@mehmetakif.edu.tr>
Sent: Friday, October 3, 2014 18:59 PM
Subject: Asking for permission to use survey

Merhaba Mustafa Bey,

Ben İngilizce Öğretmeni Evrim Tambaş yüksek lisans yapmaktayım ve tez

aşamasındayım sizin çocuklara şarkı yöntemiyle İngilizce öğretmek konusunda bir
çalışmanızı okudum ve çok beğendim. Ben de bu konuda yazmak istiyorum müsaadeniz
olursa oluşturduğunuz anketi kullanmak istiyorum.

Teşekkürler…

49
Letter of Approval on Using Questionnaire

From: ‘‘Evrim Tambaş’’ <evrim_86_tmbs@hotmail.com>

To: ‘‘Mustafa Şevik’’ < msevik@mehmetakif.edu.tr>
Sent: Friday, October 3, 2014 18:59 PM
Subject: Asking for permission to use survey

Sevgili Evrim,

Söz konusu anketi kullanabilirsiniz. Sonuçlar hakkında bilgi verirseniz

sevinirim.

İyi günler.

Mustafa ŞEVİK
Yrd. Doç. Dr./ Asst.Prof.Dr.
Mehmet Akif Ersoy Un.
Eğitim Fak./Faculty of Education Dept. ELT
Yab. Dil./School of Foreign. Languages
+90 248 213 43 43

50
7.2. APPENDIX 2: Likert Type Scale

EFL TEACHERS’ PERCEPTIONS OF USING SONGS WITH YOUNG

LEARNERS

QUESTIONNAIRE

Dear Colleague,
I am an MA student at Çağ University. This questionnaire is designed as an instrument
to collect data as part of my research for my master’s thesis. The questionnaire tries to
identify EFL teachers' attitudes towards using songs in teaching English to young
learners. Please read each item in the questionnaire carefully and mark the most
appropriate choice for you and please give an answer for every item by grading it on the
right side. You don’t have to write your name on the questionnaire. Your responses will
only be used for this research and be kept confidential. Thank you for your contribution.
Section I: Background Questions

1. Gender? Female_______ Male_______

2. Your Age: ______

3. How many years of English Language teaching experience do you have? ______

Section II:
For questions 1-17, please give your answers circling the numbers on the right which
you think is the appropriate choice for you.
For question 18, please give your answer by putting a tick (√) that most closely reflects
your idea.
1 2 3 4 5

Strongly Agree Agree Undecided Disagree Strongly

Disagree

Strongly Strongly
ITEMS Agree Undecided Disagree
Agree Disagree
1. I believe that songs
should be an essential
part of the English
1 2 3 4 5
language teaching
curriculum for young
learners.

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2. I believe that songs
present many
opportunities for
1 2 3 4 5
young learners to
show their skills in
many language areas.

3. I believe that songs are

fun and full of 1 2 3 4 5
pedagogical value.

4. I think that teachers

must use songs only
1 2 3 4 5
for fun, and breaking
down boredom

5. I believe that songs are

very important in
developing the 1 2 3 4 5
listening skills of
young learners

6. I believe that I do not

have enough resources 1 2 3 4 5
to use as songs.

7. I find it difficult to
find an appropriate
1 2 3 4 5
song for every topic of
the English

8. I believe that using

songs to teach English
may distract students 1 2 3 4 5
‘attention during the
lesson.

9. I believe that using

songs in my English
1 2 3 4 5
class can be time
consuming

10. I believe that I cannot

measure students’ 1 2 3 4 5
knowledge of English

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 when I use songs in
my classes.

11. I believe that songs

accelerate the
1 2 3 4 5
memorization of
vocabulary

12. I believe that songs

provide a large amount
of repetition which 1 2 3 4 5
result in automatic use
of the target language

13. I believe that songs are

a highly motivating
and entertaining way
1 2 3 4 5
of teaching English,
especially for young
learners.

14. I believe that songs are

not very effective in
1 2 3 4 5
English to young
learners.

15. I believe that using

songs can lower
students’ anxiety 1 2 3 4 5
toward learning
English.

16. I can easily access and

find appropriate songs
1 2 3 4 5
to use in my English
classes.

17. I use songs in my

classes as much as 1 2 3 4 5
possible

18. I teach one song to Per Per Per three Per Per two Per a Per a
young learners week two weeks month months term year
weeks

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7.3. APPENDIX 3: Interview Questions

1. Do you like using songs? Why?

2. Is using songs an effective tool in teaching English to young learners? Why?

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