The Effectiveness of Using Songs for Teaching Foreign Languages to Young Learners: A Systematic Review

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Critical Elements in Language Teaching and Learning (Table 17)

Abstract

Songs are popular resources with teachers of young language learners. This systematic review synthesises evidence about songs’ impact on the linguistic outcomes of children aged 2–18 years learning second or foreign languages in formal education. Of the 1862 studies screened, 61 studies from 23 countries measured outcomes including vocabulary acquisition, grammatical learning, and speaking, listening, reading and writing skills. Studies reported predominantly positive effects of using songs to teach young learners, but with weak overall strength of evidence. 42 included studies have high risk of bias with multiple methodological flaws. The literature’s limitations are discussed, with a case for further, rigorous research and reliable reporting made, building on stable theoretical foundations and the scant findings from well-conducted existing studies.

Authors

• Catherine Hamilton, University of Oxford
  Presenting Author

• Johannes Schulz, University of Oxford
  Non-Presenting Author

• Hamish Chalmers, University of Oxford
  Non-Presenting Author

• Victoria Murphy, University of Oxford
  Non-Presenting Author