Fernando Borge Mafuca

The Use of Songs to Improve Student’s Vocabulary in English as a Second Language

Teaching: A Mixed-Method Study of Grade 12 Students and Teachers at Vila Nova
Secondary School, in Chimoio, Manica Province.

(Licenciatura em Ensino de Inglês com Habilitação em Ensino do Português)

Universidade Púnguè

Chimoio

2021
 Fernando Borge Mafuca

The Use of Songs to Improve Student’s Vocabulary in English as a Second Language

Teaching: A Mixed-Method Study of Grade 12 Students and Teachers at Vila Nova
Secondary School, in Chimoio, Manica Province.

Monograph to be Submitted to the Department of

Linguistics and Translation, as a Partial Fulfilment
of the Requirements for the Licenciatura Degree in
English Language Teaching Major and Portuguese
Teaching Minor under the Supervision of: Chitulo
João, MA.

Universidade Púnguè

Chimoio

2021
Table of Contents
CERTIFICATION ............................................................................................................................... IV

DEDICATION ..................................................................................................................................... V

ACKNOWLEDGEMENTS ................................................................................................................ VI

LIST OF TABLES .............................................................................................................................VII

LIST OF GRAPHS........................................................................................................................... VIII

LIST OF PICTURES .......................................................................................................................... IX

ABBREVIATIONS .............................................................................................................................. X

ABSTRACT ........................................................................................................................................ XI

RESUMO ...........................................................................................................................................XII

CHAPTER I: INTRODUCTION ........................................................................................................ 13

1. Introduction ..................................................................................................................................... 13

1.1. The Problem ................................................................................................................................. 13

1.2. Background of the Study .............................................................................................................. 13

1.3. Statement of the Problem ............................................................................................................. 14

1.4. Research Questions ...................................................................................................................... 14

1.4.1. General Research Question ....................................................................................................... 14

1.4.2. Specific Research Questions ..................................................................................................... 14

1.5. Research Objectives ..................................................................................................................... 15

1.5.1. General Research Objective ...................................................................................................... 15

1.5.2. Specific Research Objectives .................................................................................................... 15

1.6. Significance of the Study ............................................................................................................. 15

1.7. Delimitation of the Study ............................................................................................................. 15

1.8. Limitations of the Study ............................................................................................................... 17

1.9. Definitions of key Terms.............................................................................................................. 17

1.10. Summary .................................................................................................................................... 17

CHAPTER II: REVIEW OF RELATED LITERATURE .................................................................. 18

2. Introduction ..................................................................................................................................... 18

2.1. The Concept of Vocabulary ......................................................................................................... 18

2.1.1. Types of Vocabulary ................................................................................................................. 18

2.1.2. The Role and the Importance of Vocabulary in Learning ESL ................................................. 19

2.2. Definition of a Song ..................................................................................................................... 19

2.2.1. The Importance of Songs .......................................................................................................... 20

2.2.2. The Effect of Using Songs in ESL vocabulary Classroom ...................................................... 21

2.2.3. Techniques in Vocabulary Teaching by Using Songs .............................................................. 23

2.2.4. What Positive Contributions to Language Learning Can Songs Make? ................................... 24

2.2.5. What Kind of Songs to Choose? ............................................................................................... 25

2.2.6. Songs as a Motivation Source ................................................................................................... 25

2.2.7. What Kind of Activities Can Teachers do with Songs? ............................................................ 26

2.2.8. Summary ................................................................................................................................... 27

CHAPTER III: RESEARCH METHODOLOGY............................................................................... 28

3. Introduction ..................................................................................................................................... 28

3.1. Research Design ........................................................................................................................... 28

3.2. Research Population ..................................................................................................................... 28

3.3. Sample and Sampling Procedures ................................................................................................ 28

3.3.1. Gender of the Respondents ....................................................................................................... 29

3.4. Data Collection Instruments ......................................................................................................... 29

3.5. Date Collection Procedure ........................................................................................................... 30

3.6. Data Analysis ............................................................................................................................... 30

3.7. Ethical Considerations.................................................................................................................. 30

3.8. Summary ...................................................................................................................................... 31

CHAPTER IV: DATA PRESENTATION, ANALYSIS AND DISCUSSION ................................. 32

4. Introduction ..................................................................................................................................... 32

4.1. Students are Introduced to New English Vocabulary by Listening to English Songs in Class ... 32

4.2. The Role of English Songs in the Teaching and Learning Process ............................................. 33

4.3. Students get Higher Grades in English if They Know many English Words .............................. 33

4.4. Students Can Do Several Kind of Activities to Improve their English Vocabulary through Songs.
............................................................................................................................................................. 34

4.5. English Songs as Valuable Tools to Improve Students’ Language Skills ................................... 35

4.6. DISCUSSION .............................................................................................................................. 36

4.6.1. The Contribution of Using English Songs in Teaching ESL Vocabulary................................. 36

4.6.2. How Can Songs Motivate Students to Have Positive Attitudes towards English Vocabulary
Learning? ............................................................................................................................................. 36

4.6.3. How do Teachers Integrate Songs as Teaching Techniques to Improve Students’ Vocabulary?
............................................................................................................................................................. 37

4.7. Summary ...................................................................................................................................... 37

CHAPTER V: CONCLUSION AND RECOMMENDATIONS........................................................ 38

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

5.2. Conclusion .................................................................................................................................... 38

5.3. Recommendations ........................................................................................................................ 38

5.3.1. Recommendation for the Ministry of Education and Human Development ............................. 38

5.3.2. Recommendations for the Teachers .......................................................................................... 39

5.3.3. Recommendations for the Students ........................................................................................... 39

5.3.4. Recommendations for the Researchers .................................................................................... 39

REFERENCES .................................................................................................................................... 40

APPENDICES ..................................................................................................................................... 42

ANNEXES .......................................................................................................................................... 47
 IV

CERTIFICATION
I, Fernando Borge Mafuca, hereby declare that the present work entitled "The Use of Songs to Improve
Student’s Vocabulary in English as a Second Language Teaching: A Mixed-Method Study of Grade
12 Students and Teachers at Vila Nova Secondary School, in Chimoio, Manica Province" is a result
of my own investigation under the guidance of my supervisor. Its content is original and the literature
reviewed is properly acknowledged in the text, and in the bibliography.

I also declare that this work was not presented at any other institution for the attainment of any
academic degree.

Chimoio, December, 2021

_____________________________________

Fernando Borge Mafuca

 V

DEDICATION
I dedicate this monograph to my lovely mother, Luisa Marques, who has been present in all the times
to support me psychological and financially. My dear father, Borge Mafuca who really supported me
from the beginning to the end of the present work. I also dedicate this work to my sources of
inspirations, my brothers Juvencio Mafuca, Hortêncio Mafuca and Admira Mafuca.

Last but not least, I dedicate this work to all of you, family, friends, colleagues and students, who have
always been there for me.
 VI

ACKNOWLEDGEMENTS
First and foremost, I thank God every single day for my studies. They are reason enough to be eternally
grateful. My sincere gratitude to my supervisor Chitulo João, MA, for his sincerity, simplicity,
understanding, guidance, and above all.

Special thanks also go to Milton Conqui, MBA, for jump-starting with my project proposal and useful
comments on it. I wish to acknowledge António Companhia, MEd, who has constantly reassured and
supported me throughout my journey.

Last but not least, I would like to thank my classmates in general, dr. Petrosse Bicause, for the
unconditional brotherly support and encouragement throughout this Licenciatura Degree. There are no
words that can express how grateful I am to you and may your deeds continue and be felt by others. I
would like also to express my profound love and gratitude to my bride Alaquinia Cidade.

The school heads, teachers, and learners who participates in this study and a host of all other well -
wishes who assisted are hereby acknowledged.
 VII

LIST OF TABLES
Table 1: Target - Population............................................................................................................... 28
Table 2: Gender of the Respondents ................................................................................................... 29
 VIII

LIST OF GRAPHS
Figure 1: Pie chart showing the contribution of songs to vocabulary learning ................................... 32
Figure 2: Pie chart showing students' motivation to learn the target language ................................... 33
Figure 3: Pie chart illustrating student's capacity by listening to English songs................................. 34
Figure 4: Pie chart showing the value of using English songs to improve student's vocabulary ........ 35
 IX

LIST OF PICTURES
Picture 1: The Main Entrance to Vila Nova Secondary School .......................................................... 16
Picture 2: Teacher Moisés, Taking Part in the Interview .................................................................... 47
Picture 3: The Researcher Observing a Lesson ................................................................................... 48
 X

ABBREVIATIONS
L1 – First Language

L2 – Second Language

ELF – English as a Lingua Franca

ESL– English as a Second Language

ELT – English Language Teaching

SLA – Second Language Acquisition

 XI

ABSTRACT
The problem that this study intended to investigate has to do with students' lack of English vocabulary.
To address this problem, the present study aimed to find out the extent to which English songs have a
great effect on ESL vocabulary teaching and to assess the contribution of using English songs in
teaching ESL vocabulary. To collect the data a Mixed-Method study was carried through an
exploratory sequential research design where the first step was to administer questionnaires to establish
general patterns and trends about the problem, and for my particular case about students’ lack of
English vocabulary. Progressively we explore participants’ view in order to explain those general
patterns and trends in great details. The first four (N-4, 2 females) teachers of English participated in
a teaching strategies interview, and eighty-four N-(84, 39 females) students completed a vocabulary
learning questionnaire. Qualitative data was analyzed through the development of themes through a
Content Analysis Method. Descriptive Statistics were computed on the questionnaire datasets using
the SPSS computer program. Key findings include the positive effect of using songs, the contribution
of songs to improve students' vocabulary, the teacher's reluctance to use English to teach vocabulary.
These findings have some pedagogical implications since if teachers do not implement the English
songs may affect the students' lack of vocabulary.

Keywords: Songs, Improve, Vocabulary, English.

 XII

RESUMO
O problema que este estudo pretendeu investigar tem a ver com a falta de vocabulário em inglês dos
alunos. Para resolver este problema, o presente estudo teve como objetivo descobrir até que ponto as
musicas inglesas têm um grande efeito no ensino de vocabulário ESL e avaliar a contribuição do uso
de musicas inglesas no ensino do vocabulário ESL. Para coletar os dados, foi realizado um estudo de
Método Misto através de um projeto de pesquisa sequencial exploratória, onde a primeira etapa foi
administrar questionários para estabelecer padrões e tendências gerais sobre o problema, e para o meu
caso particular sobre a falta de vocabulário em inglês dos alunos. Progressivamente, exploramos a
visão dos participantes, a fim de explicar esses padrões e tendências gerais em grandes detalhes. Os
primeiros quatro (N-4, 2 mulheres) professoras de inglês participaram de uma entrevista sobre
estratégias de ensino, e oitenta e quatro N- (84, 39 mulheres) alunos completaram um questionário de
aprendizagem de vocabulário. Os dados qualitativos foram analisados por meio do desenvolvimento
de temas por meio de um Método de Análise de Conteúdo. Estatísticas descritivas foram calculadas
nos conjuntos de dados do questionário usando o programa de computador SPSS. As principais
descobertas incluem o efeito positivo do uso de músicas, a contribuição das músicas para melhorar o
vocabulário dos alunos, a relutância do professor em usar o inglês para ensinar vocabulário. Essas
descobertas têm algumas implicações pedagógicas, pois se os professores não implementarem as
musicas inglesas podem afetar a falta de vocabulário dos alunos.

Palavras-Chave: Musicas. Melhorar, Vocabulário, Inglês.

 13

CHAPTER I: INTRODUCTION
1. Introduction
The present study aimed to investigate to what extent songs can help students improve their vocabulary
in learning English as a second language. Moreover, the presented work was divided into three
chapters, the first for introduction, the second for review of related literature, and the third one for
research methodology, chapter four of data presentation analysis and discussion, and finally chapter
five of conclusion and recommendations. In this first chapter, the researcher started by presenting the
background of the study.

1.1. The Problem

Students' lack of English vocabularies at Vila Nova Secondary School, in Chimoio, Manica Province.

1.2. Background of the Study

In today's increasingly diverse and interconnected world, English has become a global lingua franca
that greatly facilitates cross-cultural communications among people from different nations and
cultures (Seidlhofer, 2005, p.33). As a primary language of various countries throughout the world,
possessing a good grasp of the English language is also advantageous to one's advancement in a career
(Juliza & Maslawati, 2018, p.20). further claimed that learning English as a second or foreign language
has become increasingly important among tertiary students in their pursuit of getting employed. Given
the fact, for language communication to occur, the interlocutors should possess enough vocabulary for
the conversation to take place smoothly, otherwise, there might be unnecessary pauses and
misunderstandings. Teaching vocabulary by using songs is a process of transferring the knowledge
about learning vocabulary to the students. This is due to other beliefs that the use of the song is a
helpful and useful facilitator for second language learning, English in particular.

It has been noticed that songs are a very good tool to motivate the student's learning process; it works
also as a break for the routine class. Songs could be an essential part of English teaching. Xiaowei
(2010, p.21) mentioned that several studies have a particular focus on learning vocabulary from an
English song. Furthermore, Rahmatika (2015, p.36) claimed that the song is an ideal vocabulary
learning media for students. It is because English songs can help students memorize the vocabulary
easily. On the other hand, Griffee (1992, p.5) said that songs are especially good at introducing
vocabulary because it provides a meaningful context for the vocabulary. The song can be used as an
 14

aid to teaching vocabulary because a wide range of English vocabulary may be found in songs, taking
into that student always enjoy listening to the song and have higher language vocabulary accuracy.

Millington (2011) is considered to be one of the researchers who supported the use of songs in the L2
classroom. He stated that the songs can be a good solution to improve student's language skills,
especially in English. He also argued that songs equip learners with the language competence they
need when communicating using the English language. Moreover, Rahmatika (2015, p.45) believes
that songs are very effective to increase students' vocabulary if the teacher uses the appropriate songs
by caring for some factors. The students will easily remember what they learn through song because
it is fun for them.

The researcher concludes that the use of songs in teaching young learners was an effective way to
teach English to young learners because the children can enjoy singing the songs. He also believes that
English songs can create conditions for young learners to learn and practice vocabulary.

1.3. Statement of the Problem

After the researcher has passed through the teaching experience, he has noticed the students' lack of
English vocabulary in grade 12 classes, because students could not even hold a conversation for ten
minutes using English as a second language. Given the fact, there are some reasons behind this
problem. Firstly, the class condition does not support the teaching-learning process. Secondly, the
teaching and learning strategy used by the English teachers is still monotonous. Thirdly, the students
think that vocabulary is difficult to master because the media used is less attractive and effective.
Therefore, the researcher decided to use English songs as a practical solution to it.

1.4. Research Questions

1.4.1. General Research Question
→ To what extent do English songs have a great effect on ESL vocabulary teaching?

1.4.2. Specific Research Questions

→ What is the contribution of using English songs in teaching ESL vocabulary?

→ How can songs motivate students to have positive attitudes towards English vocabulary
learning?

→ How do teachers integrate songs as teaching techniques to improve students’ vocabulary?

 15

1.5. Research Objectives

1.5.1. General Research Objective
→ To find out the extent to which English songs have a great effect on ESL vocabulary teaching.

1.5.2. Specific Research Objectives

→ To assess the contribution of using English songs in teaching ESL vocabulary.

→ To analyze how songs can motivate students to have positive attitudes towards English
vocabulary learning.

→ To evaluate how teachers integrate songs as teaching techniques to improve students’

vocabulary.

1.6. Significance of the Study

Theoretically, the researcher hopes that the result of this research will be support and find out new
ideas of the effective media in teaching vocabulary. Practically, the researcher expects to give some
benefits for the students and the teachers:

a) For Students

The students will get an enjoyable learning process in English mastery vocabulary. Consequently, they
are able to master other English components and skills.

b) For the teachers

English teachers can use English songs as alternative and effective way in the teaching and learning
process.

c) For other researchers

For other researchers, the result of the study helps them in conducting research about teaching ESL
students’ vocabulary especially using English song.

1.7. Delimitation of the Study

The present study was conducted in Manica Province, Chimoio - City particularly at Vila Nova
Secondary School, the target people were grade 12 students and their teachers of English respectively.
The aim was to investigate the reasons behind students’ lack of vocabulary in English language.
 16

Picture 1: The Main Entrance to Vila Nova Secondary School

Source: The Author, 2021
 17

1.8. Limitations of the Study

This study contains several limitations. The first one was the COVID-19 pandemic, we are in the
period of COVID-19 restriction which somehow has been affecting the process of data collection. The
second is the lack of the previous study on the topic under the study, being so, the researcher had to
do his best to find sources to go ahead with the research. The researcher guaranteed anonymity to the
respondents and, this constitutes a limitation because the participants may be concerned about their
answers. Not only, but also it was conducted in a small size of the population.

1.9. Definitions of key Terms

English – The language that is spoken in the United Kingdom, the United States of America and other
countries use it as native Language, (Collins COBUILD Dictionary, 2006).

Improve – Means to enhance its value, quality or attractiveness, (Cambridge Advanced Learners
Dictionary, 2008).

Language – Is what the members of a particular society speak, Wardhaugh (1992, p.1).

Song – According to Eastwood (2000, p.231) describes songs as an interesting media that offers the
high imagination.

Student – Is someone who is learning about a particular subject or how to do something, (Oxford
student's dictionary, 2001).

Teaching – It is a way of give lessons in a class to learner. It is also a way to show someone how to
do something, Nation (1994).

Vocabulary – Is the knowledge of words and words meaning, Gutlohn (2006).

1.10. Summary
In this chapter, the researcher has presented a background of the study. The statement of the problem,
the research questions, the research objectives, significance of the study, the delimitation and the
limitation of the study as well as the definition of key terms was presented.
 18

CHAPTER II: REVIEW OF RELATED LITERATURE

2. Introduction
This chapter reviews the related literature on the case of using songs to promote students' vocabularies.
Thus, in the chapter, the researcher reviews previous works of scholars and researchers related to the
topic under the study.

2.1. The Concept of Vocabulary

Vocabulary can be defined as the words of a language involving single items and phrases or chunks
of several words which provide a particular meaning. English vocabulary consists of three main
aspects which are form, meaning, and use. It involves lexical phrases. Learning vocabulary is
challenging because of the size of the task; it involves understanding the varied types of vocabulary
which include: single word, phrase, idiom, collocation, strategic vocabulary, grammar pattern, and
fixed vocabulary. (Alemi and Tayebi, 2011, p.25)

Several teachers of English and researchers have tried to find the strategies and techniques for teaching
and learning English vocabulary because they are aware of the importance of learning vocabulary
which is the basis for learners' performance in other language skills including speaking, listening,
writing, and reading. (Alemi and Tayebi, 2011, p.26).

Based on the above explanation, the researcher concludes that vocabulary is the most important thing
to understand in the English language because without vocabulary students will not be able to
understand every sentence and the learning of English also will not take place.

2.1.1. Types of Vocabulary

There are four types of vocabulary:

1. Listening vocabulary: The words we hear and understand. Babies are listening during all
waking hours and gradually learn new words that time. Most people can remember and
understand words nearly 50,000 words.
2. Speaking vocabulary: People have a limited speaking vocabulary. Most adults use between
5,000 and 10,000 words for all their conversations.
 19

3. Reading vocabulary: This type is the second-largest vocabulary type. These are the words we
understand when we read text. If people are not readers, they cannot improve this type of
vocabulary.
4. Writing vocabulary: The words use when we write to explain ourselves. The words we use to
write we derive mostly from the words that we can spell. (Montgomery, J., 2007, p.76).

2.1.2. The Role and the Importance of Vocabulary in Learning ESL

Vocabulary plays very important role in teaching other elements of languages and skills. Vocabulary
is the tool of thought, self-expression, translation and communication. In any language teaching,
vocabulary plays a tremendously important role. Harmer (1991:153) tries to confirm the relationship
between vocabulary and structures as important elements of language by saying, "If the set of logical
and structural rules that govern the composition of sentences, phrases, and words in any given natural
language. Grammar refers to the study of language rules it is a kind of regularity of sound structure
that nobody could learn language without grammar.

Taking into consideration the researcher agrees that vocabulary is a core component of language
proficiency because it provides much of the basis for how well learners speak, listen, read, and write.
There are some advantages of learning it. To mention some not all. Firstly, students can receive a
higher grade in English if they master English vocabulary. Secondly, English vocabulary can be
helpful to those students who are preparing for some varieties examinations (such as final examination,
TOEFL iBt test, IELTS, PERSON, and DUOLING. etc).

2.2. Definition of a Song

Before talking about the effectiveness of the songs in the teaching-learning process, it is important to
give some definitions as follows:

→ A song is a short piece of music with words that be sung. It is a short musical work set a poetic
text with equal importance given to music and the words (Dictionary, 2000, p.6). It is usually
performed with instrumental accompaniment and may be written for one or several voices.
→ Eastwood (2000, p.231) describes songs as an interesting medium that offers high imagination.
→ Jamalus (1988, p.29) states that songs can be said as artworks if they are sounded (sung) with
the accompaniment of musical devices.
 20

→ Hornby A.S (1995, p.45) defines a song as a short poem or some verses set into music and
intended to be sung.

From the definitions described above, the researcher can say that songs are an interesting media that
allow students to develop their imagination, at the same time they facilitate the learning of vocabulary,
this way songs permit children to acquire more knowledge and develop their productive and receptive
skills.

2.2.1. The Importance of Songs

Songs are flexible. They are the product of culture, shared values, commitment, responsibility,
customs, love, traditions, history, and the characteristics of a spoken language. They can be used for
some purposes and there are many reasons why songs can be considered a valuable pedagogical tool.
Songs can improve young learners listening, pronunciation, and speaking skills as well as their
grammar (Murphey, 1992). In addition to this, using songs is considered a type of active learning
strategy which proves to be effective in teaching foreign languages.

a) Listening

Despite the difference between curricula taught in public and private schools, teachers in both always
try to carry out different strategies that will make language acquisition easy for young learners, and
motivate them to learn new vocabulary, pronunciation, and grammar. Listening is the principal
condition on which working with songs relies on. It is represented by receiving and reproducing
information. Claerr and Gargan (1984) stated that songs have a great effect on the practice of listening
because they are being used in meaningful contexts.

b) Pronunciation

Language learner needs to learn the pronunciation of words through music because most of these
words are being sung by native speakers, which means that they are produced with no pronunciation
mistakes. These words will have stuck inside their heads, and they will find different accents
represented in these songs. Nico Lita (2015) stated that it is not important for young language learners
to sound like American or British native speakers, but they should be able to communicate in English
and music helps them to become familiar with accents and presentation. It offers learners a way to
look at contractions, elisions, sounds, words, and connected speech.
 21

c) Grammar

Grammar is an element that could not be ignored in language learning, and it is considered a necessary
component of any language teaching program. Since students will be exposed to a great number of
rules to learn in English class, it will be very effective if teachers provide students with the real
authentic condition and try to create a comfortable enjoyable atmosphere, and this is what can be
achieved through performing songs. Songs can help students to learn and recall language (Hassani et
al: 2014).

d) Vocabulary

Singing traditional songs, nursery rhymes, and lullabies are essential for babies for their and emotional
wellness, educational success Blythe (2011), songs prepare the child's ear, voice, and brain for
language, and using traditional songs and lullabies can develop the child's ability to present his
thoughts into spoken words. Songs teach children how language is constructed, and assist them to
acquire it. On the other hand, it is important to use authentic natural language and vocabulary which
suit the age they are intended to teach. i.e. teaching a language for young learners implies that songs
should use action, simple words, and including words of body movements will also be very effective
and it will increase their motivation to learn (Kusnierek, 2016, p.88).

Commenting on all the facts above, the researcher concludes that English songs have been fundamental
for the teaching process, due to their contribution to the improvement of students' vocabulary, listening
skills, grammar, pronunciation, and so forth. Therefore, the use of English songs may boost the
students' vocabulary in learning English as a second language, when it is correctly used.

2.2.2. The Effect of Using Songs in ESL vocabulary Classroom

Some previous studies found that using songs in the classroom is beneficial (Millington, 2011; Džanić
& Pejić, 2016). Millington (2011) points out that the main influence of using songs is to help learners
to be more enjoyable in learning. Then, he found that songs can be used to help learners improve their
pronunciation and listening skills. Songs can also be used to teach vocabulary and sentence structure.

Songs bring positive effect on the young learners’ vocabulary (Džanić & Pejić, 2016). They found that
songs are relevant for any different learning styles and any different setting. They also agree that songs
 22

are important to be used by language teachers to build inspiring and encouraging environments in
order to increase learners’ motivation in learning.

According to Stanislawczyk and Yavener (as cited in Kuśnierek, 2016), a song is an advantageous tool
and a teacher should take advantage of it during linguistic practice. They also emphasize the
importance of the engagement learners get when listening to songs or creating own lyrics. Some
benefits of using songs in the classroom are explained as follows:

Motivation

A motivation is one of the important components that must be owned by the learners in studying. As
mentioned by Dorneyi (2007), learning a language is a long-term process and learners are in charge of
their learning at length. By using song, the learners feel fun and enjoyable in learning and it can
increase their motivation. Songs contain authentic language; provide vocabulary, grammar, and
cultural aspects which are easily obtainable (HINDÉMÈ, et. all, 2018).

Positive Atmosphere

Murphey (1992) mentions that “the use of music and songs can stimulate very positive associations to
the study of a language, which otherwise may only be seen as a laborious task, entailing exams,
frustration, and corrections”. People typically equate songs with pleasure that is why they connect
learning through songs with an enjoyable situation.

Cultural and Historical Knowledge

By using songs, learners will have a chance to gain a deeper understanding about the culture of target
language. Shen states, “language and music are interwoven in songs to communicate cultural reality
in a very unique way” (2009). This means that through the songs, cultural knowledge is spread and
informed in the form of lyrics combined with certain music. To young learners, teachers can give them
some songs about historical events in the target language. For instance, “Teddy Bear’s Picnic” with
lyrics written by Jimmy Kennedy in 1932 introduces the learners about an annual event “Teddy Bear
Picnic Day” celebrated by people in the United States, Canada, Australia, and few parts of Europe on
July 10 of every year. On this day, people take their kids along with their teddy bears for picnic since
these dolls are always the kid’s favourite companion in those countries sometimes even until they
 23

grow up to adults. The parents commonly bring their kids go to the beach, park, lake, or forest for
lunch.

Linguistic Knowledge

According to Shen (2009), state that another benefit of using songs in English classroom is that they
provide linguistic knowledge, such as grammar, vocabulary items, and pronunciation. By using songs,
students can frequently learn new information without any desire to do so. While singing the songs,
they feel happy and do not realize that they are also learning new knowledge at the same time. They
can just follow the music and imitate the way how some words are pronounced in the target language.
While singing, they can also connect their body movements to the meaning of the words in the songs,
especially when they relate to their body parts. Students can practice lots of English vocabulary using
songs, such as animals (Old McDonald had a Farm), vehicles (The Wheels on the Bus), actions (If
You’re Happy and You Know It), Numbers (Ten in the Bed), and so on.

The researcher agrees with the statement above, that songs really have a great effect on the teaching
vocabulary in since that it brings several advantages to the learners and teachers in learning ESL
vocabulary. However, in our local context it’s a paramount because students need to be motivate for
them to learn, enjoy, embrace the language.

2.2.3. Techniques in Vocabulary Teaching by Using Songs

Related to the importance of vocabulary in teaching-learning, the role of vocabulary has a great
influence on students. Teaching vocabulary needs appropriate techniques. One of the techniques in
teaching vocabulary to the young learner is using songs.

Griffe (1992, p.5) states "songs are especially good at introducing vocabulary because songs provide
a meaningful context for the vocabulary". Concerning the characteristics of young learners, it is stated
that there are nine reasons why we use songs in this age group. The reasons are as follows:

1. Children like songs;

2. Song can be integrated into language-learning, singing, and doing activities around the songs;

3. In many cultures songs are used to introduce or practice mother tongue to young children;

4. Songs are memorable;

 24

5. Songs often include a lot of repetition that helps to make language memorable;

6. Because songs must be sung at a reasonably fast speed, they encourage natural phonological features
like linking and weak form;

7. Children have energy and want to make noise.

8. Parents will enjoy hearing their children singing in English; and

9. Singing is a happy and stress-free activity that will add a positive classroom learning environment.

From the reason above, undoubtedly, songs can be used in teaching English to children. Murphey
(1996, p.10) states that Teachers can use songs to teach vocabulary to the students. Moreover, Murphey
(1996, p.6) also says that the songs that we learned would be understood easily by the children. There
are many word repetitions in a song. Word repetition in a song is very helpful for young learners to
memorize the new vocabulary easily. No matter what culture young learners come from, singing is a
great way to introduce, improve and strengthen language skills.

Songs have an important role in the development of language in young children. Many parents sing
for their young children. The song that they are learned will be remembered well by their children. It
will give the children a chance to build their new vocabulary. Therefore, using songs can be a good
alternation to teaching young learners. The teacher can use this technique in teaching English
vocabulary to the students. The use of a song will make the learning English processes more successful
because the students will feel closer to their lives.
In our local context, I think that we improve our knowledge about teaching principles to achieve the
goals of the teaching-learning English process so that our students can be interested to study English,
especially in a vocabulary lesson.
2.2.4. What Positive Contributions to Language Learning Can Songs Make?
According to Murcia Cortés (2012, p.76) there are some of the contributions that language learning
can songs make. These are the following:

→ Socio-emotional growth;
→ Physical development;
→ Cognitive training;
→ Cultural literacy;
 25

→ Language learning.

In our country, songs can be used as regalia in a classroom as a good factor in raising students'
motivation. As they learn the lyrics of the song they have been listening to for years, they are often
surprised to discover their meaning.

2.2.5. What Kind of Songs to Choose?

According to Milek's point of view (1993, p.7), there are many kinds of songs but not all of them suit
the teaching purpose. First of all, a teacher should choose a song relevant to the age of students and
their level of proficiency. There is no point in presenting a song with too difficult or too easy
vocabulary or structures. Students may feel either bad if the words are too difficult, or bored if they
are too simple. Also, songs treating some difficult subjects like love, politics, religion, beliefs, etc.
should not be given to the students to whom these kinds of subjects are too mature. The topics of the
songs should be carefully chosen for a specific age group.

The author also affirmed that chosen songs should be interesting. It should motivate students. Boring
songs do not suit the purpose since they can even discourage. The best way to find an interesting song
is to find what the musical preferences of students are and chose the song for example of their favorite
band. But at the same time, a teacher should not forget about the purpose of teaching a particular song.
2.2.6. Songs as a Motivation Source
The notion of motivation is difficult to explain because "different people are motivated by different
things" (House, 1997, p.10). As House explains, children need to be motivated individually or within
a group. By encouraging an individual child, the teacher stimulates and maintains an interest in
English. During this process, teachers should be realistic about each student's abilities. Teachers also
need to vary the group dynamics and, in this way, support the development of social interaction within
a group of learners. To maintain positive motivation, these techniques should be planned for each
lesson.

The motivation of young foreign language learners needs to be built gradually, making sure that the
target structures are introduced in an easily attainable order. For this reason, songs serve as a perfect
medium for achieving motivation. By using songs, children can get the feeling of success on an
individual level, but also as being part of a group. They should not, at any time, feel forced, but
 26

encouraged and motivated to participate in the activity, as well as have a sense of enjoyment of singing
with the rest of the group.

Therefore, songs, as claimed by scholars, are highly motivational because they increase understanding,
and inspire and motivate students to learn, making the act of learning fun. Songs' most noteworthy
characteristic in a language learning context is the ability to affect and change students' moods. These
may have a positive or a negative effect on motivation. The emotion that songs evoke in students may
transfer to motivation, making a stronger bond with the language and the desire to learn.

Agreeing with this fact, the researcher points out that motivation plays a fundamental role in the
English language for its contribution in facilitating the teaching and learning process in the field of
education that enables students to embrace the language.

2.2.7. What Kind of Activities Can Teachers do with Songs?

Using songs in the classroom is a common activity but teacher have to take into account choosing
songs that are clear, make sense and do not contain a lot of unknown vocabulary and also decide to
pre-teach some key vocabulary.

The following are some of the funny activities that students enjoy when they work with songs
(Macmillan English Campus, 2000).

a) Gap fills

It is a common activity in which some words are removed from a text and replaced with spaces. The
learner has to fill each space with the missing word or a suitable word. For example, gap all the verbs
or adjectives.

Students listen and fill in the missing words. They may need to listen two or three times.

b) Jumbled Lines

This activity works especially well with well-known poems, song texts, and sets of instructions that
must be carried out in a particular order such as a recipe, making a phone call or your daily routine,
and also for conversations between two speakers.
 27

It is a work activity, in which teachers write out the song lyrics, but they jumble whole lines and
students have to put them into the correct order while listening to the song. Teachers may wish to cut
up the lines, to make the task easier for the students or get them to cut up the sheet before the activity.

c) Spot the Mistakes

It is an easier activity in which the teacher writes out the lyrics of the song but makes about twenty
mistakes for example change the tense, writing an opposite or synonym instead of the correct word.
Then students listen.

The first time asks them to underline the words that are different and the second or third time write
what they hear above the word or phrase that is wrong.

After each hearing they can check with each other in a mixed ability classroom this ensures no one is
left behind and gets demotivated. After they have checked that they got the right words, ask them to
go through and see if the mistakes were words or phrases that were the same, similar, or opposite in
meaning: a good focus on vocabulary and/or grammar.

d) Translation Activity

It is a challenging activity to work in pairs or small groups, students choose a popular song in their
mother tongue and translate it into English, ensuring that it is still singable to the same tune! They
could also do it the other way round choosing a (pop) song sung in English and translating it into their
language.

Looking at the above practices the researcher agrees that teachers should first think of what type of
practice, procedures, methods, and techniques can be implemented to strengthen learning and teaching
of English as a target language. So, if the teachers do not think of this, they will finally not manage to
stimulate English vocabulary learning concerning knowledge of the language.

2.2.8. Summary
In this chapter, the researcher discussed the review of the related literature and many concepts strongly
related to vocabulary, songs, and their importance in English language teaching that was presented
and discussed. All other underlying aspects in vocabulary teaching, the positive contributions of using
English songs in language learning, were taken into consideration throughout the chapter.
 28

CHAPTER III: RESEARCH METHODOLOGY

3. Introduction
This chapter aimed to explain the methodology used in gathering data for the study. It gave the reason
for the implementation of the methodology, descriptions of the participants of the study; the materials
used for data collection; what the participants had to do in the process; and how the analyses of the
data collected were carried out.

3.1. Research Design

To gain a clear understanding of the issue being investigated, the Mixed-Methods Design that was
used by an exploratory sequential research design was applied, where it intended to discover to what
extent do English songs have great effect in ESL vocabulary teaching and learning process through
questionnaires, interview, and observation that was directed to the target people.

3.2. Research Population

The target population of this research was grade 12 students and their teachers of English respectively
and Vila Nova Secondary School in Chimoio.

Table 1: Target - Population

Day-Shift

Students Teachers

Male Female Male and Female Male Female

445 399 844 5 3

Total Total

844 8

Source: Vila Nova Pedagogical Sector, 2021

3.3. Sample and Sampling Procedures

The choice of the population was based on stratified random selection, where 92 participants were
targeted: 84 students from different classrooms and 8 teachers of English from Vila Nova Secondary
School in Chimoio. The number of students was divided into 45 males and 39 females of different
 29

ages. Here the researcher tried as much inclusion as possible to find different students being taught by
different teachers to avoid over-generalizing the data.

3.3.1. Gender of the Respondents

Table 2: Gender of the Respondents

Gender Male Female Total

Questionnaire 45 (54%) 39 (46%) 84 (100%)

respondents

Interview 2 (50%) 2 (50%) 4 (100%)

respondents

Source: The Author, 2021

3.4. Data Collection Instruments

Research instruments referred to the medium of data collection. This research was based on the
following instruments during the collection of the data.

a) Questionnaires

Several questions were given to students to get the students' ideas by answering carefully to the
presented questions. The aim was to discover to what extent do English songs can motivate them to
have positive attitudes towards English vocabulary learning. More importantly, the students'
questionnaires were translated into the Portuguese language to facilitate their comprehension.
However, the questionnaires have consisted of close-ended questions.

b) Interview

The researcher conducted an interview using the guide that contained a list of questions to ask. The
researcher applied the semi-structured interview protocol to the teachers to discover to what extent do
English songs have a great effect on ESL vocabulary teaching. So, using this instrument helped the
researcher to take all the information from the interviewee's points of view about the issue in
discussion. In addition, the interview took place in the teachers' free time as not to interrupt them in
their teaching process.
 30

c) Observation

The researcher observed 4 English language lessons to confirm and validate what the participants have
said, because normally what people say in questionnaires and interview is not necessarily what they
do in reality.

3.5. Date Collection Procedure

Before the researcher hangs up the instruments, he sanitizes the hands and uses a mask properly as
COVID-19 measures. Progressively the students and teachers were given the questionnaires in their
free time as not to interrupt them in their teaching and learning process, respecting the social distancing
provided by the school of 1.5 meters and more. It was made clear that their participation was
completely voluntary, which means neither student nor teacher was forced to participate in the
questionnaire, therefore anonymity was guaranteed because the information gathered was for
academic purposes. Finally, the research collected the papers after having been filled by the
participants.

3.6. Data Analysis

To analyze the data, first, the researcher compiled all the information obtained from students and the
teachers. The researcher administered the interview protocol to the teachers and questionnaires to the
students but before the process of interpretation, the researcher went to Vila Nova Secondary School
in Chimoio, Manica Province. The data collected was mixed because the questionnaires have consisted
of open questions and closed-ended questions. Thus, the researcher used descriptive statistics,
computing on SPSS software, and qualitative themes were developed using the content analysis
method.

3.7. Ethical Considerations

For the research to be conducted, first credential permission was needed from the institution, and
therefore, in the field of the study, an authorization paper was submitted to the school leadership for
the research to go ahead. Moreover, during the data collection, the participation of the students and
teacher was completely voluntary and it took place in their free time so as not to interrupt them from
either their learning or teaching process, and anonymity was guaranteed to the participants.
 31

More importantly, since the research was conducted in the global health pandemic (COVID-19), the
following prevention measures were taken into consideration during the research:

→ Compulsory and proper use of a mask for the researcher and the participants;
→ The social distancing of 1.5 meters among the target participants;
→ Hands sanitizing using alcohol.

However, the researcher had the supervision of Chitulo João, MA, to validate the authenticity of the
work for further publication.

3.8. Summary
This chapter has presented the research methodology. From the research design, it was also clear that
the research was mixed research design and through descriptive statistics. The sample and populations
were discriminated and then the data collection instruments and data collection procedures were
presented before, finally, the interpretation of data which are presented in a detailed way in the
following chapter.
 32

CHAPTER IV: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4. Introduction
This results chapter presents the empirical findings obtained from the field, and it presents them in the
forms of graphs and explanatory analysis. The chapter also discusses the research questions designed
right on the introductory basing on the results obtained from the field of study in comparison to some
previous studies held on the related topic.

4.1. Students are Introduced to New English Vocabulary by Listening to English Songs
in Class
The first research question dealt with the contribution of using English songs in teaching ESL
vocabulary, and the results show that really English songs have a positive contribution in teaching and
learning of vocabulary due to the fact that the rating of 45% from the universe of 84 students strongly
agrees that they are introduced to some English vocabulary by listening to English songs in class,
therefore, 40% also agrees positively to the same statement. On the other, negatively 2% of the sample
population disagrees with the statement and finally 4% strongly disagrees. The results are illustrated
in the pie chart below.

Students learn new vocabulary through songs

2%4%
9%
Strongly agree
Agree
45%
Neutral
Disagree
40% Strongly Disagree

Figure 1: Pie chart showing the contribution of songs to vocabulary learning

 33

With the information presented above, we can come to a consensus that English songs play an
important role in improving students' vocabulary as revealed from the field of study, thus, this first
research question was partially answered.

4.2. The Role of English Songs in the Teaching and Learning Process
The first research question came to be fully or completely answered by the interviewees when
assuming that English songs play an important role in teaching vocabulary, in a sense that 75% of the
respondents said that English songs call students’ attention when teaching vocabulary, and by paying
that heed it helps a lot in improving their English lexeme, which makes the researcher come to a
consensus that doubtlessly English songs are unreplaceable when it comes to the teaching and learning
of vocabulary.

4.3. Students get Higher Grades in English if They Know many English Words
The second research question dealt with the motivation of students through songs in having positive
attitudes towards English vocabulary learning. This question was partially answered basing on the
results obtained, whereby 44% strongly agrees that English vocabulary helps them to get higher grade
in the learning of English language, while 41% agrees positively. Contrarily, 7% disagrees to the
statement. On the other hand, 2% of the respondents strongly disagrees that English songs could not
help them knowing English vocabulary ESL learning.

Students get high score in English through songs

7% 2%
6% Strongly Agree
Agree
44%
Neutral
Disagree
41%
Strongly Disagree

Figure 2: Pie chart showing students' motivation to learn the target language
 34

The results presented above, show clearly that students could get successfully a higher mark in English
if they master vocabulary. Therefore, they can be able to compete at international school competitions
or clubs. They will be an eligible candidate to be accepted to varieties of opportunities, such as jobs,
scholarships, and so forth.

4.4. Students Can Do Several Kind of Activities to Improve their English Vocabulary
through Songs.
The question on this point was addressed to understand whether the teachers integrate songs as
teaching techniques to improve student’s vocabulary, and the results show that students are exposed
to several activities in English through songs in order to improve their vocabulary. Given fact, the
result show that 52% agrees that they can do a variety of activities by listening to English songs in the
classroom, 32% strongly agrees positively to the same statement. On the other hand, 6% disagrees to
the given statement and 3% strongly disagrees from the sample population as illustrated in figure 3
below.

Students can perform different tasks by listening to english songs

6% 3%
7% Strongly Agree
32%
Agree
Neutral
Disagree
Strongly Disagree
52%

Figure 3: Pie chart illustrating student's capacity by listening to English songs

The results show that students are exposed to do several activities in the classroom in the learning of
L2, which means that English teachers gain support to implement several kinds of activities through
 35

English songs, that give an insight towards the use of songs to the L2 teaching. However, we can come
to a consensus that English is fundamental in improving students' vocabulary, as it could be noticed if
students have satisfied to a variety of activities just by listening to English songs in the classroom, it
means they are capable of even challenging international tests.

4.5. English Songs as Valuable Tools to Improve Students’ Language Skills

The last aspect on the questionnaires for the students intended to discover whether English songs help
them to improve their language skills in English language in relation to the four skills that are the
major goal for second language learners. The answers in this point were diversified, and it can be
presented as follows: 51% strongly agrees to the statement, 27% agrees. On other hand, 4% disagrees,
and 4% strongly disagrees, (See figure 4 below).

English songs are valuable tool to improve language skills

4%4%
14% Strongly Agree
Agree
51%
Neutral
Disagree
27%
Styrongly Disagree

Figure 4: Pie chart showing the value of using English songs to improve student's vocabulary

With this information, we can agree that English songs are valuable tools to improve student's language
skills in English language learning in the classroom, and outside. In this regard, students successfully
can master the language skills related to writing, reading, speaking, and listening. It reveals that
English songs help students to master their pronunciation. Songs create a strong relationship between
the two languages during the lessons.
 36

4.6. DISCUSSION
4.6.1. The Contribution of Using English Songs in Teaching ESL Vocabulary
The first research question dealt with the contribution of English songs in teaching English as a second
language, therefore, the results showed that English songs have a positive contribution to the learning
and teaching of vocabulary in a sense that they call students' attention when teaching vocabulary using
songs, which get into agreement with Murcia Cortés (2012) when saying that English songs contribute
to language learning, Socio-emotional growth; Physical development; Cognitive training; Cultural
literacy. Therefore, the researcher subscribes to the authors' ideas and believes that really English
songs if they call students' attention during their learning, they will somehow have a positive
contribution in learning and progressively improve or enrich students' ESL vocabulary, which will
facilitate to either communicate with English speakers or acculturate themselves in an Anglophone
country.

4.6.2. How Can Songs Motivate Students to Have Positive Attitudes towards English
Vocabulary Learning?
The answer to the second research question dealt with the motivation that helps students to have
positive attitudes towards the English language. Therefore, the results revealed that learning
vocabulary using songs motivates students to get interested in the language and create a good
atmosphere in the classroom in a fun way. So, this gets into a disagreement with House (1997), when
he explains that children need to be motivated individually or within a group. By encouraging an
individual child, the teacher stimulates and maintains an interest in English. Moreover, English songs
are the source of motivation for foreign language learners that need to be built gradually, making sure
that the target structures are introduced in an easily attainable order. For this reason, songs serve as a
perfect medium for achieving motivation. By using songs, children can get the feeling of success on
an individual level, but also as being part of a group. They should not, at any time, feel forced, but
encouraged and motivated to participate in the activity, as well as have a sense of enjoyment of singing
with the rest of the group. However, the researcher believes that English is a fundamental tool that
helps English learners to be involved in the classroom, in a sense that songs relax students, and create
enjoyment in the classroom. Not only but also, he assumed that English songs are essential to improve
students' capabilities, especially in the four skills, such as vocabulary, writing, speaking, and listening.
 37

4.6.3. How do Teachers Integrate Songs as Teaching Techniques to Improve Students’

Vocabulary?
Concerning the last question, the results show that teachers should work hard in implementing songs
activities in the classroom on the teaching ESL vocabulary because if the teachers use that kind of
activities in the learning process will give enough opportunity to the students to practice their English
skill. Thus, these results are out of agreement with Macmillan English Campus (2000), when they list
some activities that should be used with songs such as Gap filling, Spot the mistakes, Translation
activity. Given the fact, the researcher agrees with Macmillan English Campus in the sense that English
teachers should create some innovative techniques which can help the students to memorize and master
vocabulary easily because students enjoy when they work with songs. More importantly, those
activities allow them after listening to English songs to fill each space with the missing word, similar
or opposite in meaning, and so forth.

4.7. Summary
This chapter presented and interpreted the results obtained from the field of study, through which it is
possible to assume that English songs are as important as any other effective tool to improve student's
vocabulary in the target language. Therefore, the coming chapter discusses the three research questions
based on the results obtained from the field in comparison to the related literature.
 38

CHAPTER V: CONCLUSION AND RECOMMENDATIONS

5.1. Introduction
In this chapter, the researcher provides all the wrapped-out information collected in the field towards
this research and gives some recommendations. Thus, the chapter focused on the conclusion and
recommendations based on the findings attained and presented in chapter four.

5.2. Conclusion
Bearing in mind that in almost every sphere of education in the world, there has been a growing
tendency to raise the quality of education in schools. The researcher concludes that teaching the
English language is not just to write vocabulary on the blackboard and tell the students to memorize
or copy it, but how the teachers should create a classroom atmosphere for the language process to take
place. More importantly, motivating students is one of the factors that must be used by the teachers in
using English songs as one of the techniques that must be applied to the teaching of ESL vocabulary
which should be seen as acquisition and advantage. In addition, the researcher concludes that using
English songs can be a fundamental tool in learning a second language vocabulary because English
songs help students to improve their listening skills and pronunciation. Not only but also, help them
to improve their speaking skills positively. So, the positive intervention of preventive nature should
be applied by the ministry of education and human development to help teachers and schools that can
contribute towards a positive change in their practice. Given the fact, the Teachers of English do not
use English songs at Vila Nova Secondary school. However, from the researcher's deep study of the
information that was gathered from the fieldwork he proposes English songs as a solution that will
bring changes to many ELT professionals, language planners, and so forth.

5.3. Recommendations
The following series are recommendations that are addressed according to the research findings.

5.3.1. Recommendation for the Ministry of Education and Human Development

→ The Ministry of Education and Human Development is advised to equip classrooms with
facilities whether for the schools and teachers to make the best use of songs and create a fun
and motivating learning space or atmosphere for students.
 39

5.3.2. Recommendations for the Teachers

→ Teachers are advised to be awakened in terms of finding better strategies that necessarily opt-
out for the use of English songs in the classroom;
→ Teachers are also advised to continue to give good motivation to the students to continue to
increase the knowledge of vocabulary that they have;
→ Teachers are advised to find ways to select songs to the needs and interests of students to
enhance students' vocabulary gains in their learning process;
→ Teachers are recommended to use songs to introduce vocabulary to their students so that
students do not feel bored and keep their own experiences to keep students in mind.

5.3.3. Recommendations for the Students

→ The researcher wishes to advise the students to improve their English vocabulary using various
media, one of them is using song because it enhances their vocabulary and it is enjoyable
learning;
→ Students are advised to listen songs very often because it gives motivation for them to learn
English, especially vocabulary mastery.

5.3.4. Recommendations for the Researchers

→ The researcher recommends an experimental study to the use English songs to improve student’
vocabulary in ESL learning in secondary schools.
 40

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 42

APPENDICES
Appendix I: Interview Protocol

Appendix II: Questionnaire for Students

Appendix III: Observation Protocol

 43

Appendix I: Interview Protocol

Dear teachers,

My name is Fernando Borge Mafuca, I kindly ask for your assistance in the completion of my
Interview as part of the requirements of the institution for the completion of the Licenciatura Degree
in English Language Teaching (major) and Portuguese Teaching (minor), I am carrying out research
entitled; The Use of Songs to Improve Student's Vocabulary in English as a Second Language
Teaching: A Mixed-Method Study of Grade 12 Students and Teachers at Vila Nova Secondary
School, in Chimoio, Manica Province.

1. How long have you been teaching English?

2. Based on your experience, how important do you find vocabulary in language teaching?

3. As a teacher, what kind of methods do you use to teach vocabulary?

4. Which technique do you find most efficient in teaching vocabulary?

5. What role do English songs play in the teaching and learning process?

6. Do you incorporate English songs during your English lessons? If yes, how?

7. How do you test the students' knowledge of vocabulary?

9. How do you encourage your students to use English songs to enrich their vocabulary?

9. Do you think students may acquire English vocabulary through songs?

 44

Appendix II: Questionnaire for Students

Vila Nova Secondary School - Chimoio

Gender ( ) Sex ( ) Class ( )

Dear students, I kindly ask for your assistance in the completion of my questionnaire as part of the
requirements of the institution for the completion of the Licenciatura Degree in English Language
Teaching (major) and Portuguese Teaching (minor). Your answers are relevant to collect data for this
research work. Please, tick the most appropriate response corresponding to each statement. Key: SA
= strongly agree, A = agree, N = neutral, D = disagree and SD = strongly disagree.

No. Statement SA A N D SD

1 I find learning vocabulary interesting.

2 I am introduced to some new English vocabulary by listening

to English songs in class.

3 I find that learning vocabulary helps me to learn how to

arrange a proper English sentence.

4 I think that I can receive a higher grade in English if I know

many English words.

5 I use English songs as one of my media in learning

vocabulary.

6 I can do several kinds of activities to improve my English

vocabulary through songs.

7 English songs are a great medium for supporting speaking and

listening activities.

8 I can be able to spot the mistakes, translate, and do several

activities through English songs.
 45

9 The English songs help me to adapt to a native speaker’s

pronunciation.

10 I think that English songs as valuable tools to improve

students’ language skills.

11 Listening to songs make the new vocabularies stay longer in

mind.

12 Students do several activities to improve their vocabulary

through songs.

13 When using English songs, the atmosphere of learning

become more relaxing.
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Appendix III: Observation Protocol

1. Do the teachers motivate the students during the lesson?

Observed ( ) Unobserved ( )

2. Does the teacher focus on students’ problems of vocabularies?

Observed ( ) Unobserved ( )

3. Does the teacher use different strategies to teach English vocabulary?

Observed ( ) Unobserved ( )

4. Are the students interested in learning vocabulary through English songs?

Observed ( ) Unobserved ( )

5. Did the teacher used different resources when teaching English vocabulary?

Observed ( ) Unobserved ( )
 47

ANNEXES

Picture 2: Teacher Moisés, Taking Part in the Interview

Source: The Author, 2021

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Picture 3: The Researcher Observing a Lesson

Source: The Author, 2021