EFL LEARNERS’ PERCEPTIONS OF SONG-BASED CLASSES INTEGRATED INTO ENGLISH LANGUAGE PREPARATORY PROGRAM
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Abstract
The purpose of this instrumental case study was to investigate the perceptions of adult EFL learners’ language learning experiences with song-based classes during eight weeks in an English language preparatory program at a state university in Turkey. The participant learners volunteered for joining the song-based classes integrated into their regular schedule as a part of an experimental research study. Using interviews and by analyzing statements of the participants we explored how the participants make sense of their experiences in learning to learn through songs from various genres. The findings implied that the song-based classes offered a positive learning experience for the participant students in terms of learning English. Within the reports of the participants five main themes were identified; (1) motivation and engagement, (2) authenticity of the materials and exposure to English, (3) use of various song genres, (4) culture and autonomy, (5) gains of language. Related implications for teaching and learning English to adult EFL learners through songs are presented.
Keywords: Song-based classes; ELT; EFL learners; perceptions
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