Teachers’ Beliefs on the Use of Melody and Songs in EFL classes

Teachers’ Beliefs on the Use of Melody and Songs in EFL classes

KONCA, Mustafa Yavuz
KARADENIZ, Emine

Key words: EFL, Melody and Songs, Teachers' Beliefs, Language Teaching ABSTRACT The purpose of this study was to examine the beliefs of English language teachers about the importance of using melody and songs in language teaching. As a result of this study, it was found that teachers’ beliefs were influenced by personal experiences, classroom experiences, and in-service training. In addition, it was seen that teachers’ knowledge of melody and songs was highly related to their confidence of implementing activities with melody and songs in their teaching practice. Teachers’ personal and professional concerns about integrating melody and songs were considered to be taking place among the most important factors having effects on the integration of melody and songs in EFL classes. Implications of the study were mainly on inclusion of melody and songs in teacher training to provide teachers with necessary background to increase the use of melody and songs in EFL classes.

Article
PeerReviewed

IBU Publishing

2013-05-03

1889