ABSTRACT

The Effect of Using an English-Teaching Model
Through Pop Songs and Dictation for Middle School Students

Jung, Youjin
Major : English Education
The Graduate School of Education, Woosuk University

This study aims to develop and apply an English-teaching model through pop songs and dictation for middle school students. The purpose of an English-teaching model was designed to improve students'' affective factors not only in increasing their listening, but also in enhancing their reading ability toward English learning.
The subjects chosen for this experiment were 40 students of 7th grade at a middle school in Iksan City and they were divided into the 20-membered experimental group and the other 20-membered control group. The experimental group was instructed with an English-teaching model using pop songs and dictation, while the control group was instructed through dictation.
The two hypotheses set forth are as follows:
First, the subjects in the experimental group, learning with the English-teaching model using songs and dictation, would make more significant changes on affective factors and attitudes than those of the students in the control group.
Second, the subjects in the experimental group, learning with the English-teaching model through pop songs and dictation, would make a more meaningful progress in listening and reading ability than those in the control group.
The experiment was carried out three times a week for three months from March, 2015 through May, 2015.
The two instruments used for this study were an English National Assessment of Educational Achievement and a survey of learners'' affective factors and attitudes.
The experiment has yielded such findings as follows:
First, using the English-teaching model through pop songs and dictation brought about the effect of making significant achievements on the experimental group for their receptive skills not only in students'' listening ability but in also reading ability.
Second, using the English-teaching model through pop songs and dictation also brought about the effect of making meaningful changes on the experimental students'' affective factors and attitudes compared with the control group. There were positive effects in enhancing the students'' interest, motivation, self-esteem and in decreasing anxiety.
In conclusion, this study indicated that the English-teaching model through pop songs and dictation has an effect on improving middle school students'' receptive ability and on enhancing students'' affective factors.
However, there would be some limitation in generalizing the findings of this study because of the number of small subjects and short time of experiment.