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The Effect of Background Music on L2 Speaking Output and Student Perceived Self-Efficacy in an EFL Context

Van horn Kyle Robert
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2020.06|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제23권 제2호|pp. 175-214|DOI 10.15702/mall.2020.23.2.175

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키워드

EFLMALLbackground musicL2 oral productionlearner self-efficacy
주제분류영어와문학

초록

Educators have long used background music to enhance learning environments of classrooms. Until now, however, one area of research that remains largely undocumented is the effect of background music in the classroom on L2 oral production. This paper presents a mixed-method study that investigates the effects of background music on oral production in an intermediate university EFL context in South Korea. The study first asks if (122 first-year) university EFL learners perceive themselves as better L2 speakers with background music present during classroom speaking activities. The study then examines whether or not the learners' perceived self-efficacy equates to actual output outcomes in terms of 1) beginning speaking activities more quickly and 2) speaking a larger total amount of words when background music is present. Qualitative analysis of student surveys confirms that learners generally view background music as beneficial to their L2 speaking output. Furthermore, the author recorded and transcribed 230 small group conversations, then implemented paired samples t-tests, which confirm that student perception of self-efficacy is valid in that background music 1) can lead to quicker initial utterances and 2) is not a detriment to total words spoken. Methodological limitations and directions for future research are also discussed.

Abstract

Educators have long used background music to enhance learning environments of classrooms. Until now, however, one area of research that remains largely undocumented is the effect of background music in the classroom on L2 oral production. This paper presents a mixed-method study that investigates the effects of background music on oral production in an intermediate university EFL context in South Korea. The study first asks if (122 first-year) university EFL learners perceive themselves as better L2 speakers with background music present during classroom speaking activities. The study then examines whether or not the learners' perceived self-efficacy equates to actual output outcomes in terms of 1) beginning speaking activities more quickly and 2) speaking a larger total amount of words when background music is present. Qualitative analysis of student surveys confirms that learners generally view background music as beneficial to their L2 speaking output. Furthermore, the author recorded and transcribed 230 small group conversations, then implemented paired samples t-tests, which confirm that student perception of self-efficacy is valid in that background music 1) can lead to quicker initial utterances and 2) is not a detriment to total words spoken. Methodological limitations and directions for future research are also discussed.

참고문헌 (73)

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