Music as a Didactic Resource to Improve English Language Comprehension and Oral Expression in Level-A2 University Students

Abstract

Abstract This study analyzed if the didactic use of music improved English oral comprehension and expression in a group of 39 students (group 1) compared to the use of text and audio in a group of 43 students (group 2). Both groups were enrolled in Level A2 English, Faculty of Computer Science and Electronics at the Escuela Superior Politécnica de Chimborazo, Ecuador. A test (an instrument based on a rubric) was used before and after the application of the two techniques in each group to evaluate the students' levels in the following skill areas: listening comprehension, oral expression, and attitudes. The Z-test was used to determine the statistically significant difference between the means. The post-intervention mean levels of knowledge in the two groups was 8.41 out of 10 in group 1 and 6.09 in group 2. The pedagogical components of both techniques were also evaluated through a questionnaire. Considering they met the required criteria, 84.62% of the students in group 1 and only 36.88% in group 2 valued with an affirmative criterion of compliance. It is recommended that instructions or tutorials be designed to support more teachers in replicating this educational technique based on the use of music as a valuable didactic resource in the English language teaching–learning process.

Keywords

• music, english, oral comprehension, oral expression.