Speaker
Description
Crafting meaningful learning experiences often starts with learner autonomy. This presentation reports on a semester-long extensive listening project designed to move beyond passive listening through integration of authentic materials, namely, songs, in the curriculum. In this “Song Journal” project, students selected English songs based on personal interest, engaging in a weekly cycle of lyric analysis, vocabulary extraction, and reflective writing. Preliminary findings (N=38) suggest that students not only report improvement in listening skills and vocabulary acquisition but also enhanced motivation and engagement, combined with a lowered affective filter. Students also demonstrated a shift in their perception of English music as a rich source of linguistic and cultural input. The presentation will share the journal templates, playlist artifacts, and the specific feedback data that highlights how music can transform a routine homework assignment into a personalized journey of identity and expression.
| Presentation location | Online |
|---|