Is Background Music a Distraction or Facilitator?: An Investigation on the Influence of Background Music in L2 Writing
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A number of studies have reported the benefits of music in language learning, but some have also found evidence that the music may deteriorate the writing fluency and quality. Given that, this study aims to expand our knowledge on the musical effects in L2 writing and their dependency on the writer’s L2 proficiency. This study recruited 28 students, who wrote an argumentative essay in music and no music conditions respectively. Results of the experiment were examined in terms of Skehan’s three dimensions of fluency (e.g., speed, breakdown dysfluency, and repair dysfluency) and writing quality. Data analysis showed significant differences in pause frequency between the music and no music conditions. Further, High Proficiency Group (HPG) and Low Proficiency Group (LPG) were compared, and the results of total writing time showed a significant group by condition interaction, indicating marginally different effects of music depending on the writers’ proficiency level. The findings of this study suggested a moderate facilitative effect of background music in L2 writing and its dependency on the writers’ L2 proficiency level. It is hoped that the findings of this study invite further exploration on the effects of music to bring pedagogical implications in L2 writing pedagogy.
Abstract
A number of studies have reported the benefits of music in language learning, but some have also found evidence that the music may deteriorate the writing fluency and quality. Given that, this study aims to expand our knowledge on the musical effects in L2 writing and their dependency on the writer’s L2 proficiency. This study recruited 28 students, who wrote an argumentative essay in music and no music conditions respectively. Results of the experiment were examined in terms of Skehan’s three dimensions of fluency (e.g., speed, breakdown dysfluency, and repair dysfluency) and writing quality. Data analysis showed significant differences in pause frequency between the music and no music conditions. Further, High Proficiency Group (HPG) and Low Proficiency Group (LPG) were compared, and the results of total writing time showed a significant group by condition interaction, indicating marginally different effects of music depending on the writers’ proficiency level. The findings of this study suggested a moderate facilitative effect of background music in L2 writing and its dependency on the writers’ L2 proficiency level. It is hoped that the findings of this study invite further exploration on the effects of music to bring pedagogical implications in L2 writing pedagogy.
참고문헌 (47)
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