Psycholinguistics Angle of Interaction Model Using Classical Music in ESL Reading
Abstract
When introduced into English as a Second Language (ESL) reading classrooms, it has the potential to assist students in becoming more immersed in the language. The complex melodies and emotionally charged compositions characteristic of classical music have the potential to produce an atmosphere better suited to the comprehension of language in ESL reading classrooms. This mixed-method study that involved 33 students from one university in Indonesia was aimed to (1) investigate the significant difference between the mean scores of the pretest and the posttest in ESL reading using classical music and (2) describe the students' reflections on using classical music in the reading classroom. This study used pretest-posttest and students' reflection sheets as data collection instruments. The pretest and posttest results indicated that classical music significantly improved students' reading skills in ESL classrooms. The written reflections showed students were highly motivated to join the reading activity, as classical music was beneficial for enhancing students' mood and concentration, affecting their comprehension, vocabulary collection, and cognitive skills.
Keywords: learning experiences, classical music, ESL reading, psycholinguistics
Full Text:
PDFReferences
Allingham, E., & Wöllner, C. (2022). Slow practice and tempo-management strategies in instrumental music learning: Investigating prevalence and cognitive functions. Psychology of Music, 50(6), 1925-1941. https://doi.org/10.1177/03057356211073481
Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204-222. https://doi.org/10.1080/10888438.2021.1947294
Brassel, Danny & Timohty Rasinski. (2008). Comprehension that Works: Taking Students Beyond Ordinary Understanding to Deep Comprehension. Shell Education.
Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional language learners' reading comprehension. Routledge.
Burnett, C., & Merchant, G. (2015). The challenge of 21st‐century literacies. Journal of Adolescent & Adult Literacy, 59(3), 271-274. https://doi.org/10.1002/jaal.482
Chia, A., & Chan, C. (2017). Re-defining ‘reading’in the 21st century: Accessing multimodal texts. Beyond words, 5(2), 98-105. https://doi.org/10.33508/bw.v5i2.1590
Choi, Y., & Zhang, D. (2021). The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: A systematic review of literature. International Review of Applied Linguistics in Language Teaching, 59(1), 1-30. https://doi.org/10.1515/iral-2017-0033
Falcon, E. (2017). The relationship between background classical music and reading comprehension on seventh and eighth grade students. St. Thomas University.
Fernández, E. M., & Cairns, H. S. (2010). Fundamentals of psycholinguistics. John Wiley & Sons.
Fraser, C., Massey-Garrison, A., & Geva, E. (2016). Problems with Reading. In X, Chen., V, Dronjic., R. Helms-Park (Eds.), Reading in A Second Language: Cognitive and Psycholinguistics Issues (pp. 236-281). Routledge. https://doi.org/10.4324/9781315882741
Georgiou, G., Inoue, T., & Parrila, R. (2023). Are Vocabulary and Word Reading Reciprocally Related?. Scientific Studies of Reading, 27(2), 160-168. https://doi.org/10.1080/10888438.2022.2123275
Greenleaf, C., Schoenbach, R., Friedrich, L., Murphy, L., & Hogan, N. (2023). Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning In Secondary and College Classrooms. John Wiley & Sons.
Gur, C. (2009). Is there any positive effect of classical music on cognitive content of drawings of six year-old children in Turkey. European Journal of Scientific Research, 36(2), 251-259. retrieved from https://www.researchgate.net/profile/Cagla-Gur/publication/255636073_Is_There_any_Positive_Effect_of_Classical_Music_on_Cognitive_Content_of_Drawings_of_Six_YearOld_Children_in_Turkey/links/5fb6b6fb299bf104cf5cb47d/Is-There-any-Positive-Effect-of-Classical-Music-on-Cognitive-Content-of-Drawings-of-Six-YearOld-Children-in-Turkey.pdf
Heidari, K. (2022). A Psycholinguistic Look at the Role of Field Dependence/Independence in Receptive/Productive Vocabulary Knowledge: Does it Draw a Line?. Journal of Psycholinguistic Research, 51(6), 1393-1408. https://doi.org/10.1007/s10936-022-09905-4
Herda, R., Nuraeningsih, N., Kusumastuti, D., & Principe, R. (2023). Teaching Reading Using Storyberries for Indonesian Young Learners. Education and Human Development Journal, 8(2), 20-29. https://doi.org/10.33086/ehdj.v8i2.4835
Herda, R. K., Setiawan, T., & Principe, R. A. (2023). Investigating the Implementation of Collaborative Strategic Reading (CSR) In EFL Context: Proficiency and Perspectives. LLT Journal: A Journal on Language and Language Teaching, 26(2), 459-469. https://doi.org/10.24071/llt.v26i2.6408
Herda, R. K., Margana, M., & Putro, N. H. P. S. (2023). Role of Collaborative Strategic Reading in Post-Pandemic EFL Reading Class: A Quasi-Experimental Study. Issues in Language Studies, 12(2), 211-226. https://doi.org/10.33736/ils.5491.2023
Karakas, A. (2020). Exploring Psycholinguistic Difficulties in Learning Foreign Language Vocabulary in Light of the English Language. i-Manager's Journal on Educational Psychology, 13(3), 36. retrieved from https://www.researchgate.net/profile/Ali-Karakas-2/publication/341399831_Exploring_psycholinguistic_difficulties_in_learning_foreign_language_vocabulary_in_light_of_the_English_language/links/5ebe7bfea6fdcc90d675795f/Exploring-psycholinguistic-difficulties-in-learning-foreign-language-vocabulary-in-light-of-the-English-language.pdf
Khajavy, G. H., Pourtahmasb, F., & Li, C. (2022). Examining the domain-specificity of language mindset: a case of L2 reading comprehension. Innovation in Language Learning and Teaching, 16(3), 208-220. https://doi.org/10.1080/17501229.2021.1956936
Kim, Y. S. G., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental psychology, 57(5), 718. https://doi.org/10.1037/dev0001167
Kobilova, E. B. (2022). Classical music and youth education. Asian Journal of Research in Social Sciences and Humanities, 12(9), 126-130. 10.5958/2249-7315.2022.00393.8
Lainema, T., & Nurmi, S. (2006). Applying an authentic, dynamic learning environment in real world business. Computers & Education, 47(1), 94-115. https://doi.org/10.1016/j.compedu.2004.10.002
Li, M. & D’Angelo, N. (2016). Higher-Level Processes in Second Language Reading Comprehension. In X, Chen., V, Dronjic., R. Helms-Park (Eds.), Reading in A Second Language: Cognitive and Psycholinguistics Issues (pp. 159-194). Routledge. https://doi.org/10.4324/9781315882741
Linyang, Y. (2021, February). An analysis of English reading comprehension from the perspective of psycholinguistics. In 2020 International Conference on Modern Education Management, Innovation and Entrepreneurship and Social Science (MEMIESS 2020) (pp. 89-93). Atlantis Press. https://10.2991/assehr.k.210206.019
Petrus, S. L., & Shah, P. M. (2020). Relationship between reading anxiety, reading strategies and language competence of rural ESL secondary learners. Creative Education, 11(2), 126-142. https://doi.org/10.4236/ce.2020.112010.
Pressley, T., Allington, R. L., & Pressley, M. (2023). Reading instruction that works: The case for balanced teaching. Guilford Publications.
Rashidi, N., & Faham, F. (2011). The effect of classical music on the reading comprehension of Iranian students. Theory and Practice in Language Studies, 1(1), 74-82. https://doi.org/10.4304/tpls.1.1.74-82
Ratama, I. P., Padmadewi, N. N., & Artini, L. P. (2021). Teaching the 21st century skills (4Cs) in english literacy activities. Journal of Education Research and Evaluation, 5(2), 223-233. https://doi.org/10.23887/jere.v5i2.30849
Steinberg, D. D., & Sciarini, N. V. (2013). An Introduction to Psycholinguistics. Routledge.
Tracey, D. H., & Morrow, L. M. (2024). Lenses on Reading. Guilford Publications.
Trzesniak, C., Biscaro, A.C.L., Sardeli, A.V. et al. The influence of classical music on learning and memory in rats: a systematic review and meta-analysis. Cogn Process 25, 1–7 (2024). https://doi.org/10.1007/s10339-023-01167-9
Vaid, J. (2014). Language Processing in Bilinguals (RLE Linguistics C: Applied Linguistics): Psycholinguistic and Neuropsychological Perspectives. Routledge.
Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2020). The critical role of word reading as a predictor of response to intervention. Journal of learning disabilities, 53(6), 415-427. https://doi.org/10.1177/0022219419891412
Verhoeven, L. (2002). Sociocultural and cognitive constraints on literacy development. Journal of child Language, 29(2), 449-488. https://doi.org/10.1017/S0305000902305348
Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, 26(4), 696-725. https://doi.org/10.1177/1362168820913998
DOI: https://doi.org/10.37058/tlemc.v8i1.10542
Refbacks
- There are currently no refbacks.
INDEXED BY:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id