Symposia & Conferences
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Item Music as an effective tool to increase levels of motivation, entertainment, and self-confidence of ESL learners(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Gamage, S.U.This study attempts to investigate whether music can be implemented as an effective tool in the ESL classrooms to increase motivation level, entertainment, and self-confidence among ESL learners. The hypothesis of the study was the use of English songs in an ESL classroom increase motivation level, entertainment and self- confidence among Sri Lankan ESL Learners. The sample of this study consists of 80 students from the Faculty of Management Studies and Commerce of the University of Sri Jayewardenepura. This sample was divided into two groups as the control group and the experimental group. The control group was taught English verb forms in a traditional classroom setting whereas the experimental group was exposed to a teaching session of English verb forms using English songs. After that, a Likert-type scale questionnaire was distributed to rate the feelings and the attitudes of the students of the two groups in terms of the application and non-application of music in ESL classrooms.SPSS data package was used to analyze the data gathered from the questionnaires. The results of the study showcased that, the students of the experimental group (Group 18) have given a higher positive feedback about the English session than the control group (Group 03). In other words, the students who got exposed to background music and English songs in the ESL classroom has turned the classroom into an enjoyable and relaxing setting where the students’ interest, self-confidence, and motivation towards learning English verb forms have achieved an immense growth.Item The Use of Music as an Effective Tool in English as a Second Language Classrooms to Teach Verb Forms(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Gamage, S.U.Today, most of the ESL learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. Moreover, Karunarathna (1993) has mentioned that the methods employed by the facilitator have not been successful at improving English proficiency of Sri Lankan school students. Especially, when teaching English verb forms, most of the facilitators have used the traditional chalk and talk method. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. This study attempts to investigate whether music can be implemented in teaching English verb forms. The sample of this study consists of 80 students from the Faculty of Management Studies and Commerce of University of Sri Jayewardenepura. A pretest was administered to test their prior knowledge in English verb forms. After that, the selected sample was randomly divided into two groups. The control group was taught English verb forms in a traditional classroom setting whereas the experimental group was exposed to a teaching session of English verb forms using English songs. Later on, a posttest on English verb forms was administered to assess the proficiency level obtained by the students after getting them exposed to two different types of treatments. The results of the posttest showcased that, the students of the control group outperformed the experimental group in terms of the proficiency level obtained at the posttest. In conclusion, it is clearly evident that the use of English songs in ESL classrooms has not been supportive in teaching English verb forms.