Mediaa Music, innovando método de enseñanza/aprendizaje del idioma inglés a través de canciones

Daniel García Mercado; Arturo Amaya Amaya; Daniel Cantú Cervantes

doi:10.1590/1983-3652.2023.46297

Authors

Daniel García Mercado Universidad Tecnológica de Matamoros, México https://orcid.org/0000-0002-7041-3367
Arturo Amaya Amaya Universidad Autónoma de Tamaulipas, México https://orcid.org/0000-0002-6614-4256
Daniel Cantú Cervantes Universidad Tecnológica de Matamoros, México https://orcid.org/0000-0001-8652-3707

DOI:

https://doi.org/10.1590/1983-3652.2023.46297

Keywords:

English, Learning, Higher Education, Music

Abstract

This research aimed to identify if a didactic method based on original songs in English called Mediaa Music can improve the learning of the language of higher education students (n = 80), in two universities in Mexico in 2021. Through a quantitative approach with design quasiexperimental and descriptive scope, it was possible to identify that the intervention group (Men: n = 20, Age: M = 19.84, SD ±0.824, Max = 20, Min = 18; Women: n = 20, Age: M = 20.43, SD ±0.184, Max = 21, Min = 18) showed scores with significant differences (p < .05) when exposed to the Mediaa Music proposal compared to the control group (Men: n = 20, Age: M = 20.16, SD ±1.884, Max = 20, Min = 18; Women: n = 20, Age: M = 20.80, SD ±1.825, Max = 20, Min = 18) who studied only with written texts. No significant differences (p > .05) in central tendency were identified between the scores obtained by the students of both institutions, neither in the gender of the participants.

Author Biographies

Daniel García Mercado, Universidad Tecnológica de Matamoros, México

Profesor Investigador de la Universidad Tecnológica de Matamoros, México
Arturo Amaya Amaya, Universidad Autónoma de Tamaulipas, México

Profesor Investigador de Educación a Distancia de la Universidad Autónoma de Tamaulipas, México. Pertenece al Sistema Nacional de Investigadores del CONACYT, México y cuenta con la certificación PRODEP de la SEP. Es Doctor en Educación Internacional con especialidad en Tecnología Educativa; tiene un MBA con especialidad en Administración de Sistemas de Información; así como la Maestría en Big Data & Business Intelligence y la Maestría en Big Data & Inteligencia Organizacional. Su producción académica se compone de 4 libros, 16 artículos indizados y 14 capítulos de libro. Es evaluador de la Revista de Educación a Distancia (RED), la Universidad de Murcia, España; Revista Texto Livre de la Universidad Federal de Minas de Brasil; Revista Colombiana de Educación de la Universidad Pedagógica Nacional y la Revista Internacional en Educación de la Pontificia Universidad Javeriana de Bogotá, Colombia. Sus líneas de investigación son la Educación a Distancia en sus modalidades: abierta, mixta o híbrida y en línea; así como la Analítica de Datos en la Educación: Básico, Medio Superior y Superior.
Daniel Cantú Cervantes, Universidad Tecnológica de Matamoros, México

Profesor Investigador de la Universidad Autónoma de Tamaulipas

References

ALJANAKI, Anna; WIERING, Frans y VELTKAMP, Remco C. Studying emotion induced by music through a crowdsourcing game. Information Processing and Management, v. 52, n. 1, p. 115-128, 2016. DOI: 10.1016/j.ipm.2015.03.004.

ANDRADE-SÁNCHEZ, Carla. The use of songs in the English Language Teaching-Learning Process of the 6th Level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas. International Congress on the Didactics of the English Language, v. 2, n. 1, p. 2-16, 2017.

AZARYAHU, Libby y ADI-JAPHA, Esther. “MusiMath”-a music-based intervention program for learning patterns and symmetry. The Journal of Experimental Education, v. 90, n. 2, p. 319-343, 2020. DOI: 10.1080/00220973.2020.1799316.

BIASUTTI, Michele. Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS). The Arts in Psychotherapy, v. 63, p. 40-45, 2019. DOI: 10.1016/j.aip.2019.03.006.

BROWN, Eleanor D; BENEDETT, Barbara y ARMISTEAD, M Elizabeth. Arts enrichment and school readiness for children at risk. Early Childhood Research Quarterly, v. 25, n. 1, p. 112-124, 2010. DOI: 10.1016/j.ecresq.2009.07.008.

CÁRDENAS-CASTRO, José Manuel y MARTINI, Héctor Arancibia. Potencia estadı́stica y cálculo del tamaño del efecto en G* Power: complementos a las pruebas de significación estadı́stica y su aplicación en psicologı́a. Salud and sociedad, v. 5, n. 2, p. 210-244, 2014.

CHIANG, Jeffrey N; ROSENBERG, Matthew H; BUFFORD, Carolyn A; STEPHENS, Daniel; LYSY, Antonio y MONTI, Martin M. The language of music: Common neural codes for structured sequences in music and natural language. Brain and Language, v. 185, p. 30-37, 2018. DOI: 10.1016/j.bandl.2018.07.003.

COHEN, Jacob. Statistical power analysis for the behavioral sciences. New York: Academic press, 1986.

CORE, Cynthia; HOFF, Erika; RUMICHE, Rosario y SEÑOR, Melissa. Total and conceptual vocabulary in Spanish–English bilinguals from 22 to 30 months: Implications for assessment. J Speech Lang Hear Res., v. 56, n. 5, p. 1637-1649, 2013. DOI: 10.1044/1092-4388(2013/11-0044.

DAMASIO, Antonio R. The feeling of what happens: Body and emotion in the making of consciousness. New York: Harvest Books, 2000.

FARMAND, Zahra y POURGHARIB, Behzad. The effect of English songs on English learners pronunciation. International Journal of Basic Sciences and Applied Research, v. 2, n. 9, p. 840-846, 2013.

FORSTER, Elizabeth. The value of songs and chants for young learners. Encuentro, v. 16, n. 2006, p. 63-68, 2006.

GALIŃSKA, Elizabeth. Music therapy in neurological rehabilitation settings. Psychiatr Polska, v. 49, n. 4, p. 835-46, 2015. DOI: 10.12740/pp/25557.

GHANBARI, Fariba y HASHEMIAN, Mahmood. The effects of English songs on young learners’ listening comprehension and pronunciation. International Journal of Language Learning and Applied Linguistics World, v. 6, n. 3, p. 337-345, 2014.

HAFTING, Finn Keith y BEZANSON, Birdie. Benefits of Music Intervention for Students with Autism Spectrum Disorder. Journal of Student Research, v. 7, n. 2, 2018. DOI: doi.org/10.47611/jsrhs.v7i2.511.

HAKVOORT, Laurien y TÖNJES, Djemida. Music-mechanisms at the core of music therapy: towards a format for a description of music therapy micro-interventions. Nordic Journal of Music Therapy, v. 32, n. 1, p. 67-91, 2022. DOI: 10.1080/08098131.2022.2070925.

HALLAM, Susan; PRICE, John y KATSAROU, Georgia. The effects of background music on primary school pupils’ task performance. Educational studies, v. 28, n. 2, p. 111-122, 2010. DOI: 10.1080/03055690220124551.

HARDING, Eleanor E; SAMMLER, Daniela; HENRY, Molly J; LARGE, Edward W y KOTZ, Sonja A. Cortical tracking of rhythm in music and speech. NeuroImage, v. 185, n. 1, p. 96-101, 2019.

HERNÁNDEZ-SAMPIERI, Roberto; FERNÁNDEZ-COLLADO, Carlos y BAPTISTA-LUCIO, María del Pilar. Metodologı́a de la investigación. México: McGraw Hill, 2014.

HOPKINS, Will. A scale of magnitudes for effect statistics. 2014. Disponible en: http://www.sportsci.org/resource/stats/effectmag.html. Acceso en: 10 oct. 2023.

JABAK, Omar. The role of english songs in saudi students’ self-learning of english. Theory and Practice in Language Studies, v. 11, n. 11, p. 1405-1415, 2021. DOI: 10.17507/tpls.1111.07.

JÄNCKE, Lutz y SANDMANN, Pascale. Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, v. 6, n. 3, p. 1-14, 2010. DOI: 10.1186/1744-9081-6-3.

JAVADI-SAFA, Azim. Effects of using songs on adult EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, v. 5, n. 3, p. 101-112, 2018.

KAFOL, Barbara Sicherl; DENAC, Olga; ŽNIDARŠIČ, Jerneja y ZALAR, Konstanca. Analysis of Music Education objectives in learning domains. Procedia, v. 186, p. 95-104, 2015. DOI: 10.1016/j.sbspro.2015.04.069.

KHAN, Sikandar H; KITSIS, Michelle; GOLOVYAN, Dmitriy; WANG, Sophia; CHLAN, Linda L; BOUSTANI, Malaz y KHAN, Babar A. Effects of music intervention on inflammatory markers in critically ill and post-operative patients: a systematic review of the literature. Heart and Lung, v. 47, n. 5, p. 489-496, 2018. DOI: 10.1016/j.hrtlng.2018.05.015.

KIM, Chan Hee; LEE, Sojin; KIM, June Sic; SEOL, Jaeho; YI, Suk Won y CHUNG, Chun Kee. Melody effects on ERANm elicited by harmonic irregularity in musical syntax. Brain research, v. 1563, p. 36-45, 2014.

KOCAMAN, Orhan. The Effects of Songs on Foreign Language Vocabulary Acquisition. First Printing, v. 29, pág. 116, 2016.

KÖMÜR, Şevki; SARAÇ, Gürsany y ŞEKER, Hasan. Teaching English through songs. Muğla: Muğla Universitesity, 2005.

KYRIAZI, Pinelopi; HEADLEY, Drew y PARE, Denis. Multi-dimensional coding by basolateral amygdala neurons. Neuron, v. 99, n. 6, p. 1315-1328, 2018.

LEDEZMA-ALBARRÁN, José y OLID, M Gutierrez. Estudios experimentales. Ensayo clı́nico aleatorizado. Formación Activa en Pediatría de Atención Primaria, v. 6, n. 2, p. 123-132, 2013.

LEGACY, Jacqueline; REIDER, Jessica; CRIVELLO, Cristina; KUZYK, Olivia; FRIEND, Margaret; ZESIGER, Pascal y POULIN-DUBOIS, Diane. Dog or chien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals. J Child Lang, v. 44, n. 4, p. 881-904, 2017. DOI: 10.1017/S0305000916000295.

LESTARI, Ika Wahyuni y HARDIYANTI, Nuri. Vocabulary Learning Autonomy through Incorporation of English Songs: Indonesian EFL Students’ Perspectives. The Southeast Asian Journal of English Language Studies, v. 26, n. 2, 2020. DOI: 10.17576/3L-2020-2602-07.

LINARES GONZÁLEZ, Engelbert Eduardo; GARCÍA MONROY, Ana Isabel y MARTÍNEZ ALLENDE, Lucero. Elaboración de canciones, estrategia de apoyo para la educación superior. RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, v. 9, n. 17, p. 295-313, 2018. DOI: 10.23913/ride.v9i17.382.

LOS SANTOS, Guadalupe de; BOLAND, Julie E y LEWIS, Richard L. Grammatical predictions in Spanish–English bilinguals and Spanish-language learners. Journal of Experimental Psychology: Learning, Memory, and Cognition, v. 46, n. 5, p. 907-925, 2020. DOI: /10.1037/xlm0000764.

LUO, Shuqiong. Influence of singing English songs on vocabulary learning by senior school students In Guangzhou. International Journal of Information and Education Technology, v. 9, n. 11, p. 843-848, 2019. DOI: 10.18178/ijiet.2019.9.11.1315.

MALEKIAN, Sahar. The relationship between English songs and learning Vocabulary. International Journal of African and Asian Studies, v. 20, n. 1, p. 13-19, 2016.

MANES, Facundo y NIRO, Mateo. Usar el cerebro. Buenos Aires: Paidós, 2014.

MANIKANDAN, S. Frequency distribution. Journal of pharmacology and pharmacotherapeutics, v. 2, n. 1, pág. 54, 2011. DOI: 10.4103/0976-500x.77120.

MARTÍNEZ-ZAPATA, Iván Andrés. Investigaciones sobre el uso de canciones para el aprendizaje. Barcelona: Universidad Autónoma de Barcelona, 2017.

MATUTE, Esmeralda. Tendencias actuales de las neurociencias cognitivas. México: Editorial El Manual Moderno, 2012.

MCCLURKIN, Sylva L y SMITH, Claudia D. The duration of self-selected music needed to reduce preoperative anxiety. Journal of PeriAnesthesia Nursing, v. 31, n. 3, p. 196-208, 2016.

MCERL. Marco Común Europeo de referencia para las lenguas. Madrid: Consejo de Europa, 2001. p. 181-191.

MORADI, Fereshteh y SHAHROKHI, Mohsen. The Effect of Listening to Music on Iranian Children’s Segmental and Suprasegmental Pronunciation. English Language Teaching, v. 7, n. 6, p. 128-142, 2014. DOI: 10.5539/elt.v7n6p128.

PENAGOS-CORZO, Julio C y FUENTE DÍAZ-ORDAZ, Ramón de la. Efectos de las caracterı́sticas fı́sicas y semánticas de estı́mulos auditivos en la atención exógena. Enseñanza e Investigación en Psicologı́a, v. 17, n. 2, p. 361-375, 2012.

PERHAM, Nick y VIZARD, Joanne. Can preference for background music mediate the irrelevant sound effect? Applied Cognitive Psychology, v. 25, n. 4, p. 625-631, 2011. DOI: 10.1002/acp.1731.

RANDSTAD. El conocimiento de idiomas aumenta un 37% las posibilidades de encontrar empleo. Madrid: [s. n.], 2017.

RATNASARI, Henny. Songs to Improve the Students’ Achievement in Pronouncing English Words (An Action Research of the Year Seventh Students of MTs ANNUR Jepara in the Academic Year 2006- 2007. 2007. Tesis (Magíster) – English Educational Program, Semarang State University.

RAUSCHER, Frances; SHAW, Gordon; LEVINE, Linda; WRIGHT, Eric; DENNIS, Wendy y NEWCOMB, Robert. Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning. Neurological research, v. 17, n. 1, p. 2-8, 2016. DOI: 10.1080/01616412.1997.11740765.

ROBIN, Thomson y NAJMA, Rashid. Going live: Student Book. México: Edelvives, 2015.

SALDIRANER, Gizem y CINKARA, Emrah. Using Songs in Teaching Pronunciation to Young EFL Learners. PASAA: Journal of Language Teaching and Learning in Thailand, v. 62, p. 119-141, 2021.

SHEHADEH, Iman. The effectiveness of using children’s songs in developing elementary graders’ English vocabulary and pronunciation in Jerusalem, Palestine. Journal of Creative Practices in Language Learning and Teaching, Journal of Creative Practices in Language Learning y Teaching (CPLT), v. 4, n. 2, p. 44-61, 2016.

SHEN, Chunxuan. Using English songs: An enjoyable and effective approach to ELT. English Language Teaching, v. 2, n. 1, p. 88-94, 2009.

SINAGA, Fajry Sub’haan Syah; MAESTRO, Esy; WINANGSIT, Emah y YENSHARTI, Yensharti. Learning and Singing: Thematic Children Songs in Kindergarten. en. In: PROCEEDINGS of the Seventh International Conference on Languages and Arts (ICLA 2018). Padang, Indonesia: Atlantis Press, 2019. ISBN 9789462526839. DOI: 10.2991/icla-18.2019.23. Disponible en: https://www.atlantis-press.com/article/55914484. Acceso en: 10 oct. 2023.

SKEJA, Ema. The impact of cognitive intervention program and music therapy in learning disabilities. Procedia-Social and Behavioral Sciences, v. 159, p. 605-609, 2014. DOI: 10.1016/j.sbspro.2014.12.433.

SUWARTONO, Tono; MAYARATRI, Puspita y col. Songs Helped Them Learn the English Connected Speech. Jurnal Bahasa Lingua Scientia, v. 11, n. 1, p. 59-68, 2019. DOI: 10.21274/LS.2019.11.1.59-68.

TALAMINI, Francesca; GRASSI, Massimo; TOFFALINI, Enrico; SANTONI, Rosa y CARRETTI, Barbara. Learning a second language: Can music aptitude or music training have a role? Learning and Individual Differences, v. 64, p. 1-7, 2018. DOI: 10.1016/j.lindif.2018.04.003.

TAMAULIPAS, Universidad Autónoma de. Código de ética en la investigación. Victoria: Universidad Autónoma de Tamaulipas, 2018.

VAGH, Shaher Banu; PAN, Barbara Alexander y MANCILLA-MARTINEZ, Jeannette. Measuring growth in bilingual and monolingual children’s English productive vocabulary development: The utility of combining parent and teacher report. Child Development, v. 80, n. 5, p. 1545-1563, 2009.

WAHYUNINGSIH, Sri. Kreasi lagu anak berbahasa Inggris (nursery rhymes) sebagai media untuk mengenalkan bahasa Inggris pada anak usia dini. Thufula: Jurnal Inovasi Pendidikan Guru Rhaudhatul Athfal, v. 7, n. 2, p. 189-192, 2019. DOI: 10.21043/thufula.v7i2.4998.

WIDERMAN, Michael. Study habits and music: How they affect attention and academic performance. 2013. Tesis (Doctorado) – Graduate Faculty of George Mason University.

YUSMITA, Adelia; ANGRAINI, Nike y col. The Effects of English Songs on the Seventh Grade Studentsâ€™ Pronunciation Achievement in SMP Srijaya Negara Palembang. Global Expert: Jurnal Bahasa dan Sastra, v. 6, n. 1, p. 14-20, 2017.

ZHANG, Jiulin y GAO, Xuemei. Background music matters: Why video games lead to increased aggressive behavior? Entertainment Computing, v. 5, n. 2, p. 91-100, mayo 2014. ISSN 18759521. DOI: 10.1016/j.entcom.2014.01.002. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S1875952114000044. Acceso en: 10 oct. 2023.