Effects of Song Inclusion on Vocabulary Learning and Mastery: A Case Study of the Affective Filter in Higher Education Students

Abstract

Song inclusion in language pedagogy has mainly been treated as a classical, but also functional approach to listening practice and pronunciation activities. In an effort to address previous research gaps in different learning contexts, this study examines undergraduate EFL learners’ perspectives on song inclusion via vocabulary learning and mastery in a Thai higher education setting. Of great significance is the role of affective filters in vocabulary development and constructive learning motivation. Based on quantitative and qualitative data analyses, 120 Thai undergraduates from a public university were selected as research participants. For data analysis, descriptive statistics were used to reflect the percentages, standard deviations, and mean scores. A semi-structured interview was also designed to bring further viewpoints on in-class and external classroom engagement. During the learning sessions, twelve selected songs were applied in classes, except for the periods of the pretest, posttest, midterm, and final examination. The findings exhibit positive effects of song inclusion on vocabulary learning and improvement, as reflected in the pretest and posttest outcomes. In addition, extensive results highlight beneficial impacts of song inclusion on vocabulary retention, a more relaxing and enthusiastic learning experience, and positive motivation under low affective filter conditions. Specifically in higher education contexts, the recent study provides insights and highlights the roles of English song inclusion in language pedagogy, with further contributions on attentive learning experience, communicative interactions, and resourceful inputs for language and intercultural studies.