The effectiveness of popular music in motivating primary pupils to learn English

Abstract

This is an empirical research study done on a group of upper primary pupils, evaluating the effectiveness of using English popular music in the classroom. The study attempted to address two issues: the effectiveness of using pop music in the classroom to increase motivation in learning English, as well as the effectiveness in introducing pop music as a learning tool for informal learning. The study was based on theories on motivation, placing emphasis on music as a driver of intrinsic motivation as well as a kind of intelligence under the framework of multiple intelligences. It had a study period of two months, with the first month of teaching using no pop music whilst the second month having lessons using pop music as teaching materials. Three sets of questionnaires were distributed to all participants to evaluate their enjoyment towards the English language, English lessons, and the use of English popular culture items as learning tools out of class. The results were compared to project what would have happened in the second month had there not been an incorporation of pop music, with the assistance of a teacher’s journal reporting also the motivation level each class, and anything special. The results showed that the use of pop music in the classroom had increased learners’ enjoyment towards English but not the lessons, and they did consume relatively more of popular culture. Yet, the fluctuation was not significant enough for them to be conclusive evidence, and thus further research, particularly with different methods of incorporation of pop music, has to be carried out.