Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 18 October 2022

Young Learners Preferences on Using Games and Songs for Learning English in EFL Context

Suhartawan Budianto, Nur Sayidah, Sucipto, Amirul Mustofa

Dr. Soetomo University

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.574

Pages: 90-95

Keywords: Young Learners, Games, Learning English, EFL Context

Abstract

This study investigated young learner preference for using games and songs to learn English in the EFL context. Many ways have been found to assist young learners in acquiring English as a Foreign Language. The students’ perceptions were taken from the questionnaire. The result showed that most students liked it better when the teachers used games and songs in teaching English in an EFL context. It is suggested that both games and songs can be utilized in teaching English to young learners in the EFL context.

References

  1. Abdelrady, A. H., Jahara, S. F., Elmadani, A. E. A., & Kumar, T. (2022). The Attitude of Sudanese EFL Students towards Literature to Enrich Their Vocabulary Building. Education Research International, 2022, 12. https://doi.org/10.1155/2022/7569371

  2. Abdullah, A. (2020). EFL learners’ experience of a MALL-based vocabulary learning tool. Indonesian Journal of Applied Linguistics, 10(2), 283–291. https://doi.org/10.17509/ijal.v10i2.28590

  3. Agaj Avdiu, T. (2021). Non-native English teachers’ views on the use of music and songs in teaching English as a foreign language to primary school learners. Rast Müzikoloji Dergisi, 9(3), 3105–3120. https://doi.org/10.12975/rastmd.20219310

  4. Ahmed, A. A. A., Ampry, E. S., Komariah, A., Hassan, I., Thahir, I., Hussein Ali, M., Fawzi Faisal, A., & Zafarani, P. (2022). Investigating the Effect of Using Game-Based Learning on EFL Learners’ Motivation and Anxiety. Education Research International, 2022. https://doi.org/10.1155/2022/6503139

  5. Al-efeshat, H., & Baniabdelrahman, A. (2020). The EFL Teachers’ and Students’ Attitudes towards the Use of Songs in Learning English. International Online Journal of Education and Teaching, 7(3), 844–858. https://iojet.org/index.php/IOJET/article/view/862

  6. Al-Smadi, M. H. (2020). The Effect of Using Songs on Young English Learners’ Motivation in Jordan. International Journal of Emerging Technologies in Learning, 15(24), 52–63. https://doi.org/10.3991/ijet.v15i24.19311

  7. Al-Azri, R., Al-rashdi, M. H., & Kazazi, L. (2015). Using Songs To Support Vocabulary Learning For Grade Four Pupils. International Journalof Scientific & Technology Research, 4(6), 40–45.

  8. Alghasab, M. B. (2020). Flipping the Writing Classroom: Focusing on the Pedagogical Benefits and EFL Learners’ Perceptions. English Language Teaching, 13(4), 28. https://doi.org/10.5539/elt.v13n4p28

  9. Almutairi, M., & Shukri, N. (2017). Using Songs in Teaching Oral Skills to Young Learners : T eachers ’ Views and Attitudes. January. https://doi.org/10.5296/ijl.v8i6.10464

  10. Amal Shehadeh AlNatour, & Dima Hijazi. (2018). The Impact of Using Electronic Games on Teaching English Vocabulary for Kindergarten Students. US-China Foreign Language, 16(4), 193–205. https://doi.org/10.17265/1539-8080/2018.04.001

  11. Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116(July), 105227. https://doi.org/10.1016/j.childyouth.2020.105227

  12. Ben El Moudden, M. (2021). The Integration of Games in Teaching English as a Foreign Language in the Classroom: Moulay Ismail University as a Case Study. International Journal of Language and Literary Studies, 3(1), 208–229. https://doi.org/10.36892/ijlls.v3i1.425

  13. Boyinbode, O. (2018). Development of a gamification based english vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183–191. https://www.academia.edu/37339456/Development_of_a_Gamification_Based_English_Vocabulary_Mobile_Learning_System

  14. Bsharat, T. (2021). The influence of music and educational songs on EFL students’ achievement from their teachers’ perspective in Jenin Region. African Educational Research Journal, 9(3), 728–738. https://doi.org/10.30918/aerj.93.21.106

  15. Cabrera-Solano, P., Gonzalez-Torres, P., Solano, L., Castillo-Cuesta, L., & Jiménez, J. (2019). Perceptions on the internal factors influencing EFL learning: A case of Ecuadorian children. International Journal of Instruction, 12(4), 365–380. https://doi.org/10.29333/iji.2019.12424a

  16. Chen, C. M., Liu, H., & Huang, H. Bin. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228

  17. Dashtestani, R. (2022). The Winding Path towards Implementing Digital Game-based Learning (DGBL) in an Educational Context: the Voices of Pre-service Teachers. Call-Ej, 23(3), 70–93.

  18. Ernawati, E., Tsurayya, H., & Ghani, A. R. A. (2019). Multiple intelligence assessment in teaching English for young learners. Research and Evaluation in Education, 5(1), 21–29. https://doi.org/10.21831/reid.v5i1.23376

  19. Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Call-Ej, 22(3), 146–163.

  20. Fithriani, R., Rafida, T., & Siahaan, A. (2019). Integrating Online Blogging into EFL Writing Instruction: Exploring Students’ Perceptions. 188(Eltlt 2018), 87–90. https://doi.org/10.2991/eltlt-18.2019.17

  21. Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers and Education, 137, 59–77. https://doi.org/10.1016/j.compedu.2019.04.005

  22. Gutierrez Arvizu, M. N. (2020). L2 Vocabulary Acquisition through Narratives in an EFL Public Elementary School. IAFOR Journal of Education, 8(1), 115–128. https://doi.org/10.22492/ije.8.1.07

  23. Hadj Said, M., Goui, D., & Al-Jamal, D. A. (2018). Students’ Perceptions Of Their Native And Non-Native Teachers’ Effect On Their Oral Fluency: EFL Context As An Example., July, 117. https://doi.org/10.35156/1174-000-030-044

  24. Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028

  25. Hussain Al-Qahtani, M. (2019). Teachers’ and Students’ Perceptions of Virtual Classes and the effectiveness of Virtual Classes in Enhancing Communication Skills. Arab World English Journal, 1, 223–240. https://doi.org/10.24093/awej/efl1.16

  26. Ika Dhamayanti, F. (2021). EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom. Education of English as Foreign Language, 4(2), 71–78. https://doi.org/10.21776/ub.educafl.2021.004.02.03

  27. Islami, F. T. (2019). Using song as a media in teaching vocabulary to young learners based on total physical response (TPR) method. 274–282.

  28. Klimova, B., & Polakova, P. (2020). Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020037

  29. Kohnke, L. (2020). Exploring learner perception, experience and motivation of using a mobile app in L2 vocabulary acquisition. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 15–26. https://doi.org/10.4018/IJCALLT.2020010102

  30. Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of Music and Songs as Pedagogical Tools in Teaching English as Foreign Language Contexts. Education Research International, 2022. https://doi.org/10.1155/2022/3384067

  31. Kurt, G. (2021). Technology-mediated tasks in the young learners’ EFL classroom. Elementary Education Online, 20(1), 327–340. https://doi.org/10.17051/ilkonline.2021.01.031

  32. Kuśnierek, A., & Derenowski Kalisz, M. (2016). The role of music and songs in teaching English vocabulary to students. WSN World Scientific News, 43(1), 1–55. www.worldscientificnews.com

  33. Lelawati, S., Dhiya, S., & Mailani, P. N. (2018). The Teaching Of English Vocabulary To Young Learners. PROJECT (Professional Journal of English Education), 1(2), 95–100.

  34. Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers and Education, 152(March), 103876. https://doi.org/10.1016/j.compedu.2020.103876

  35. Nguyen, T. C., & Nguyen, H. B. (2020). Teachers’ Perceptions about Using Songs in Vocabulary Instruction to Young Language Learners. Universal Journal of Educational Research, 8(6), 2678–2685. https://doi.org/10.13189/ujer.2020.080652

  36. Patra, I., Shanmugam, N., Ismail, S. M., & Mandal, G. (2022). An Investigation of EFL Learners’ Vocabulary Retention and Recall in a Technology-Based Instructional Environment: Focusing on Digital Games. Education Research International, 2022. https://doi.org/10.1155/2022/7435477

  37. Putri, M. W., Juniarta, P. A. K., & Wahyuni, L. G. E. (2022). The Implementation of Songs in Teaching English for Young Learners in Online Learning Context. The Art of Teaching English as a Foreign Language, 3(1), 49–58. https://doi.org/10.36663/tatefl.v3i1.251

  38. Rohmah, N., & Indah, R. N. (2021). the Use of Modified English Song To Improve Vocabulary. … of English Language Teaching …, 121–129. http://www.e-journal.stkipsiliwangi.ac.id/index.php/eltin/article/view/2537

  39. Sanjaya, I. G. H., Dewi, N. L. P. E. S., & Paramartha, A. A. G. Y. (2022). An Investigation of Teaching Aids Used by English Teachers in Teaching Vocabulary for Young Learners. Journal of Educational Study, 2(1), 26–34. https://doi.org/10.36663/joes.v1i2.227

  40. Sevik, M. (2014). Young EFL learner about classroom songs. International Journal of English and Education, 3(1), 346–355.

  41. Shen, C. (2009). Using English Songs: an Enjoyable and Effective Approach to ELTUsing English Songs: an Enjoyable and Effective Approach to ELT. English Language Teaching, 2(1), 88–94. https://doi.org/10.5539/elt.v2n1p88

  42. Sheybani, M. (2019). The relationship between EFL Learners’ Willingness to Communicate (WTC) and their teacher immediacy attributes: A structural equation modelling. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1607051

  43. Singh, C. K. S. (2020). A Review of Studies on action Songs among ESL Learners to Improve English. International Journal of Psychosocial Rehabilitation, 24(5), 2337–2344. https://doi.org/10.37200/ijpr/v24i5/pr201932

  44. Song, D., & Lee, J. H. (2019). The use of teache code-switching for very young EFL learners. ELT Journal, 73(2), 144–153. https://doi.org/10.1093/elt/ccy049

  45. Soria, S., Gutiérrez-Colón, M., & Frumuselu, A. D. (2020). Feedback and mobile instant messaging: Using whatsapp as a feedback tool in EFL. International Journal of Instruction, 13(1), 797–812. https://doi.org/10.29333/iji.2020.13151a

  46. Tragant, E., & Vallbona, A. (2018). Reading while listening to learn: Young EFL learners’ perceptions. ELT Journal, 72(4), 395–404. https://doi.org/10.1093/elt/ccy009

  47. Triwardani, H. R., & Yuningsih, Y. (2022). Building Vocabulary Through Song as Effective Method in Learning English. Url Jurnal: Https://Uia.e-Journal.Id/Lingua/ DOI: 10.34005/Lingua.V%vi%i.1710. https://doi.org/10.34005/lingua.v

  48. Wallace, Matthew P., & Leong, Emily In Leng. 2020. Exploring Language Learning Motivation among Primary EFL Learners. Journal of Language Teaching and Research. Vol.11, No.2.

  49. Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881

  50. Yeni, M., & Amelia, R. (2020). Teaching alphabet for young learners through song. Journal of English Language and Education, 5(2), 12–22. https://www.jele.or.id/index.php/jele/article/view/69

  51. Zhonggen, Y. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers and Education, 127(July), 214–232. https://doi.org/10.1016/j.compedu.2018.07.014