Teachers’ Attitude towards Using Songs in English Vocabulary Classes

Lana Hussain Ahmed Shahata

Abstract


This paper aims at identifying teachers’ attitude towards using songs in English vocabulary classes. The study is descriptive in nature. It uses a sample of closely related group members; formed of teachers of English from different Sudanese schools. That group is made up of 35 teachers. The data collection tool used is a 5-point Likert scale questionnaire for the teachers. The data from the questionnaire are treated statistically by using SPSS program. The weighted means for the individual items and for the whole aspects of the tool are calculated. The results are used to answer the study questions and to verify the hypotheses. The study comes out with some important results that include (1) Teachers strongly agree that songs make the teaching English vocabulary classes fun, so they have positive attitudes towards using them. (2) There are many difficulties that face teachers in using songs in English vocabulary classes. The paper offers five recommendations concerning the following: (a) songs have to have their due weight in classroom practice. They have to be used more frequently. (b) Teachers should be trained on how to avoid the pitfalls of songs and they should be trained on how to maximize their benefits. (c) School administrations should be made aware of the importance of songs and they should provide more opportunities for the teachers to use them. (d) Class tests and continuous assessment have to include songs. (e) Parents should be educated on the value of songs as effective techniques for learning English. Songs should be a constant feature in the Parents Day. The paper also suggests three areas for further research. These include (a) the ability of songs to develop listening and speaking skills. (b) The potentiality of songs to develop cultural awareness. (c) The potentiality of songs to match the characteristics of the new generations (Alpha Gen in particular).


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DOI: https://doi.org/10.5296/gjes.v6i2.17977

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Global Journal of Educational Studies ISSN 2377-3936

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