Effectiveness of English song activities on vocabulary learning and speaking ability and retention

Abstract

        This research aimed to study the effectiveness of teaching English through song activities on vocabulary and speaking skill acquisition and retention as well as the relationship between behavior in learning English through song activities and learning achievement. The subjects were 38 Prathomsuksa 5 (Grade 5) students in 2012 academic year from Bantonprong School, Trang. The instruments used were a target vocabulary test of 50 words and a speaking test, both of which were used before and immediately after the training and 4 weeks after to measure the retention rate and a learning behavior observation form to use in observing specified individuals.

The results showed that after the training, the students’ scores were significantly higher than that before the training (p = 0.01). The retention test scores on vocabulary were not significantly different from the post-test scores. However, the retention test scores on speaking were significantly higher than the post-test scores, especially in terms of fluency and ability to make the listener understand. Behavior in learning through song activities positively correlated with learning achievement. It is possible, hence, to conclude that learning English through song activities enable students to develop and retain their vocabulary knowledge and speaking skill.