Assignment task: You are being tasked with writing a detailed essay plan

The anchor chart is used to teach the vocabulary words in Spanish

The anchor chart is used to teach the vocabulary words in Spanish and English along with the TPR (Total Physical Response movement.) At my school we have color coordinate the vocabulary words when teaching. We use Blue for English and Green for Spanish. In this activity students will be able to introduce to the vocabulary words along with their pictures, names in both languages and their TPR movement. The teaching will consist of I do, we do. Then the teacher will have them practice what they know through a memory game.

Instructions:

Mix the cards and have those lying face down. Students will take turns flipping the cards.

Once you have match the cards you must also read the words on them in order to collect them.

The student with the most cards wins.

Picture/Foto

English

Español

TPR/Movimiento

Thunder

Trueno

Windy

Ventoso

Cloudy

Nublado

Raining

Lloviendo

Snowing

Nevando

Sunny

Soleado

Hot

Caliente

Cold

Frio[supanova_question]

The anchor chart is used to teach the vocabulary words in Spanish

The anchor chart is used to teach the vocabulary words in Spanish and English along with the TPR (Total Physical Response movement.) At my school we have color coordinate the vocabulary words when teaching. We use Blue for English and Green for Spanish. In this activity students will be able to introduce to the vocabulary words along with their pictures, names in both languages and their TPR movement. The teaching will consist of I do, we do. Then the teacher will have them practice what they know through a memory game.

Instructions:

Mix the cards and have those lying face down. Students will take turns flipping the cards.

Once you have match the cards you must also read the words on them in order to collect them.

The student with the most cards wins.

Picture/Foto

English

Español

TPR/Movimiento

Thunder

Trueno

Windy

Ventoso

Cloudy

Nublado

Raining

Lloviendo

Snowing

Nevando

Sunny

Soleado

Hot

Caliente

Cold

Frio[supanova_question]

THE IMPACT OF ACAPELLA SONGS ON ENGLISH VOCABULARY 32 IMPACT OF ACAPELLA

Writing Assignment Help THE IMPACT OF ACAPELLA SONGS ON ENGLISH VOCABULARY 32

IMPACT OF ACAPELLA UPON ENGLISH VOCABULARY 1

IMPACT OF ACAPELLA UPON ENGLISH VOCABULARY 2

Running head: THE IMPACT OF ACAPELLA SONGS ON ENGLISH VOCABULARY 24

The Impact of Acapella Songs upon English Vocabulary Acquisition in Saudi Arabia

Submitted by:

Name Surname

Indiana University of Pennsylvania

English Department

ENGL 749: Advanced Research Seminar

Spring 2017 – Dr. Gloria Park

The Impact of Acapella Songs on English Vocabulary Acquisition in Saudi Arabia

Chapter One

Introduction

Statement of the Problem

Second language acquisition (SLA) in ESL (English as a Second Language) students is a complex process that depends on several factors, including the motivation of the students, the method of teaching chosen by the teacher, the conditions of learning, the age of the learners, as well as the resources available for the teacher. The success of SLA may increase by using alternative methods of teaching and learning to speed up the process and guarantee effective acquisition of second language (SL). Although the teachers in Saudi Arabia tend to use some traditional approaches to SLA by using translations of texts and teaching grammar as the main basis, it is possible to provide an alternative to the students and determine if an innovative framework affects the SLA. It is believed that the use of music in the classroom can help the students to increase the quality and frequency of SLA.

There are several methods of using music in the classroom that can help in different purposes, like memorizing the songs performed in SL, listening to the music in SL during the classroom activities, or using the vocabulary from the songs in SL. For example, the research conducted by Ortiz, Gutierres & Bedoya (2016) in which the study used songs as an accompaniment as well as the basis for learning new vocabulary, revealed that the use of music in the classroom improves motivation and acquisition of new vocabulary. These results support the idea that SL can be acquired in a more effective manner comparable to the traditional methods of teaching and learning.

Music can serve as a powerful tool for SLA if it is applied according to the aims and objectives of the teacher. It is considered by Kim & Choy (2008) that people have different facets of cognition, therefore, students in the classroom will have distinctive cognitive strengths, weaknesses, and learning styles. The theory of multiple intelligences used by Kim & Choy (2008) claims that an individual has at least eight types of “intelligences”, where music is one of them. Music can affect cognitive processes in a positive manner, especially what concerns the young students. Several studies confirmed that the use of music can improve the development of learners’ neural pathways (Shore & Strasser, 2006; Kim & Choy, 2008). The link between the implementation of music in the classroom and the improvement of learning is explained by the concept of spatial intelligences (Shore & Strasser, 2006; Kim & Choy, 2008). This concept reveals that specific neural firing patterns, which are united in a set of spatial modes in certain areas of cortex, are used by the learners during the reasoning tasks accompanied by music (Kim & Choy, 2008). Consequently, it is considered that the implementation of music in the classroom, despite the subject or purposes of the teacher, will improve learners’ performance, especially what concerns spatial assignments.

Purpose of the Study

By using the studies conducted earlier as the main premise for the current inquiry, the research aims at determining the impact of music on the acquisition of the new SL vocabulary in ESL students. The SL in this case is English language. In Saudi Arabia, the methods of teaching are usually limited to the traditional approach that creates a large platform for the experiments and creativity for the new teachers. As it is confirmed by the previous research, music helps students to improve their cognitive processes and motivation that may affect positively in the acquisition of new SL vocabulary. The current research has a goal to determine the relationship between the SL vocabulary acquisition and the exposure of students to music. As there is a limitation in using certain types of music in the Saudi Arabia, the current study will utilize Acapella songs in SL to improve the SLA in the ESL students. Finally, the research aims at revealing if the method applied by the current inquiry is effective in vocabulary acquisition.

Hypothesis

The current research tests the following hypothesis:

H1: the use of acapella songs as a teaching tool affects Saudi Students’ English vocabulary acquisition positively.

Significance of the Research

New methods of SLA acquisition are crucial for Saudi Arabia classrooms, as the traditional methods of teaching do not create positive results in terms of intensive learning. The traditional approach to teaching and learning of English is less effective when the students have to learn SL in a limited period of time. The speed of learning SL may affect the end results of the SLA, including the effective speech and pronunciation. Moreover, when a teacher deals with the older students, it may present a problem for the teaching goals due to the limited abilities of SLA in older students. For example, according to McClanahan (2014), the use of technology and alternative approaches are essential in the older students due to their lower level of capabilities regarding the SL. In this case, the testing of new practical methods of teaching by using the music and acapella songs in particular, will be possible to determine if this approach is helpful for ESL students. The current study may help to improve the knowledge regarding the learning process of SLA in the ESL students and provide a new method of teaching that can be used in the classrooms.

The use of acapella songs in the classroom will help the researchers to detect if this method of teaching helps learners to perceive new vocabulary effectively in terms of memorization and the frequency of acquisition. As there is a limited research in this area of study, the current inquiry will help to close this gap and reveal if the previous studies can confirm the efficacy of this method. Also, as there are various ways of use of music in the classroom, the current inquiry has a potential to detect if the method of acapella songs utilization can reach success in the ESL classroom.

Chapter Two

Literature Review

Introduction

Second language acquisition (SLA) is an area that has received a lot of attention over the years. Scholars have focused on the dynamics of learning a second language vocabulary, the challenges involved in the learning, how to solve these challenges and the role of the teacher in the entire process. The learning of English and English vocabulary as a second language has received more academic and research attention than any other language (Jyothirmayee, 2011). English is identified as a world language because it is the language used by people of different languages and nation as they interact in day to day activities. Therefore, most non-English speakers strive to learn English vocabulary either in English-speaking nations or their home countries. Mori (2011) suggests that language acquisition is not something that can be learned overnight. It is more complicated than acquiring a mother tongue.

Learning a second language involves learning how to pronounce words, memorizing new vocabulary and learning grammatical rules associated with the second language. According to studies, adults find it harder to learn a second language than children. In fact, children are more likely to acquire a second language faster than adult. The use of music has predominantly been present in ELT (English Language Teaching) classes. This literature review digs into previous studies and discusses the significance of acapella music in ELA and English vocabulary acquisition classes in Saudi Arabia. The review first examines the utility of conventional ELA methods in general, but also connected to bringing creativity into learning English. The second section discusses the cultural inclination of Saudi Arabians towards acapella music. The third section identifies the utility of acapella music in ELA classes. The fourth section establishes the merits and demerits of using acapella music to teach English as a second language in Saudi Arabia. The last section concludes the literature review and identifies potential gaps in previous studies.

Conventional ELT Methods and the Implications to ESL Learners

Simpson (2015) agrees that the use of music in learning is not a newer method. However, he also acknowledges that the use of music in learning English as a second language is a fresh method that is entirely different from the traditional ELA methods. In Saudi Arabia, the teaching of English as a second language has traditionally followed the content-based approach. The content-based approach of teaching English is primarily teacher-centered and involves giving students exercises and then evaluating their accomplishments through tests. According to Jyothirmayee, (2011) this approach inhibits the learners’ communicative competence in acquiring English as a second language. The learners become limited to their capacity to generate formal discourse in the language. The content-based learning approach towards ELA limits the learners’ exposure towards the English culture.

Furthermore, approaches that provide content based learning exhibit little or no oral practice which may negatively influences the learning process. In Saudi Arabia, there are mismatches between the common learning styles of students and the learning styles of their ELA teachers. In other words, the teachers tend to teach what they know and not necessarily what is to be taught. The result is a boring and inattentive class (Shen, 2009). Loss of interest happens because the students become bored, perform poorly in the tests and end up being discouraged to learn English as a second language. Scholars have criticized the content-based approach of learning as a de-motivating strategy. When students perform poorly in the ELA class, they lose interest to learn the second language. Besides dropping out of ELA class, they may start using their mother tongue in the learning context because they are afraid and ashamed of making mistakes.

Segal (2014) implies that language teaching methods and procedures have changed tremendously. Previously, teaching English used to be teacher-centered. But, nowadays teaching English is student-centered. Moreover, communicatively-focused methods have replaced methods that used to focus on the vocabulary memorization, correct pronunciation and an extended definition of structure and form of words. The focus has shifted to an approach where teachers vary their instruction procedures to engage all students whose learning styles are different. Perhaps then using music as a teaching strategy could be the best alternative to replace content-based approaches.

Music and the Saudi Culture

Saudi Arabia is a Muslim nation. Islam, as a culture and religion, has its rules, standards and ethics to which every member has to ascribe. There is no Islamic prohibition about listening to music. However, Muslims, despite acknowledging music as art, do not just listen to any song. The culture allows members to listen only to “permissible” music. Some forms of music are forbidden and perceived as an erosion of the positive societal ideals. People in the country are allowed to listen to halal (Arabic for permissible) music both in schools and other places (ALAfar, 2016). Unfortunately, this cultural inclination towards music is not accepted by Muslim religious scholars. According to critics of these cultural prohibitions, music is an art that spreads fast. Therefore, not giving people a chance to listen to or create music just because it is perceived to be haram (any act that is forbidden by Allah, and is one of five Islamic commandments), is denying art a chance. This argument extends to the fact music is not only meant for entertainment but is also a profession and career for many. Therefore, prohibiting certain songs hinders societal progress especially to those who take music as a career.

Another critical argument that takes a philosophical dimension is that listening to forbidden music does not necessarily mean that one will be influenced by it. If anything, music is meant for fun and enjoyment (ALAfar, 2016). Other religious scholars, however, believe that Shariah (Islamic law) defines what music is and how it should be consumed. They argue that every Muslim has an obligation to uphold the teachings of the Quran (the religious text of Islam). Some even argue that the members should not listen to the songs that are accompanied with instruments. The debate surrounding the consumption and utility of music in Saudi Arabia is, therefore, heated and unlikely to settle any soon. Regardless, music, as an art, has a predominant presence in the Saudi culture (ALAfar, 2016). As much as some religious scholars are arguing against it, it is still present and being used for various purposes including learning. In Saudi Arabia, the Ministry of Education has approved the utility of arts as well as literary works in the teaching process. However, the agency recommends that these resources have to be used correctly, appropriately and must be within the context of learning.

The Utility of Acapella Music in ELT

Evidently, considering the implications of conventional ELT methods, second language learners need not only to concentrate but also to have an interest in English. It is highly imperative to maintain a learner’s interest in English during the class. This means that the teacher has not only to employ student-centered approaches but also to be creative in his/her instruction. Music is considered to be the most creative ELT technique because of its ability to connect culture and languages as well as its universal appeal (Beasley & Chuang, 2008). In fact, researchers suggest that music is one of the best and most motivating factors in an ELT classroom notwithstanding the culture, age or uniqueness of a learner. It is indeed true that songs produced in the USA have a huge consumption in Saudi Arabia and vice versa. This is because music has a universal appeal (ALAfar, 2016). The focus of this study is not in any form of music. It focuses on acapella music and the mode of its use in EL classes.

Acapella music is not complemented with instruments. As an oral art, it only utilizes the human voice. In Saudi Arabia, acapella music is known as Nasheed. Hence, acapella songs are typically known as Anasheed. Anasheed have a cultural significance especially when it comes to the nurturing children. These songs have high value and impact on the lives of children (ALAfar, 2016). Particularly, parents, have the responsibility of teaching their children to sing Anasheed. Apart from assisting in the memorization of words, Anasheed also used to help stammering children to speak more confidently. The Anasheed that children usually sing are associated with knowledge that children have to learn about religion and societal ideal. However, they are also used in schools to teach language skills, science, and mathematics. Hence, its utility in the English language classroom is not farfetched. Nevertheless, it is imperative to understand how it is used.

According to Simpson (2015), the process of using acapella music in teaching English begins with planning. The teacher cannot just use any song. They have to select a song that captures what is to be learned and also appeals to the learners. Therefore, a consideration of what is to be taught has to be first made. The class could be about vocabulary, grammar, pronunciation or sometimes a specific topic in English. For instance, Simpson (2015) suggests that the song “In the Air Tonight” could be used to teach the present perfect continuous tense. Another significant consideration is the language level of learners. The level of competence determines the kind of song to be used and also helps determine how other activities such as written exercises and games will be conducted.

Simpson (2015) also suggests that the age of learners matters a lot when selecting music. For children, the author suggests that repetitive songs are the best. If the class has teenagers, new songs are the best. The composition of the class therefore also matters a lot. Composition does not only refer to age but also factors such as cultural background and learning ability (Almutairi, & Shukri, 2016). Apparently, some songs bend the rules of grammar. It is imperative that teacher focuses on vocabulary, idioms, expressions, the meaning as well as the tenses. By keeping the profile of the learners in mind while selecting a song, the teacher should always round things off with some creativity (Jyothirmayee, 2011). It means that an activity which stimulates creative thought should complement the class. For instance, individuals or groups can come up with different lyrics following the same musical rhythm and present them to class. Furthermore, groups can plan a music video for the acapella to give the class a creative learning edge.

The Effectiveness of Acapella Music in ELT

Scholars argue that the creativity of a teacher is what makes a class effective and interesting. What teachers need is to capture the interest of the students and pin it down to the lesson. To do this, they need the full concentration of learners. And they need to create a friendly atmosphere in the class in which learners can freely interact and learn from each other (Almutairi & Shukri, 2016). Therefore, acapella music is a way to achieve the high level of effectiveness that would aid a smoother acquisition of the English language. There are several ways acapella music enhances the effectiveness of ELT. Firstly, the songs offer a break away from the routine and monotonous lesson programming which reduces anxiety and create a non-threatening learning atmosphere for the learners (ALAfar, 2016). The normal program is sometimes boring and exhausting which increases anxiety. Anxiety is an enemy of learning. Another advantage is that acapella music offers real examples of the target language. This promotes ELA by making it interactive, fun, creative and artistic (Beasley & Chuang, 2008). Scholars have also found out that the use of music in teaching a second language helps the learners develop “automaticity.” Automaticity refers to the ability to say and produce language without making mistakes or pausing. This is an important fluency component in any EL class.

Another effectiveness of using acapella music in English language classes is that it assists in the teaching as well as revision of listening skills, writing, reading, spelling, pronunciation, vocabulary and grammar. Songs can be listened to over and over again. This is why the development of grammar skills is enhanced through songs because learners have a chance to listen over and over again, each time correcting their mistakes (Millington, 2011). Listening skills are a vital set that influences fluency in any particular language. Besides, each song used by an ELT teacher helps them set a standard tone for the entire class. For instance, different songs can be used to change the pace of a lesson. It is because different songs especially when sung in acapella form, have different energy levels.

This makes acapella music a powerful and excellent tool for language acquisition. The entertainment aspect of songs makes the class enjoyable. Millington (2011) argues that enjoyment draws interest and concentration. In fact, scholars have argued that music is the best way that individuals can be exposed to a different culture. The music, therefore, serves a double role of language learning as well as augmenting the knowledge of learners about cultures, histories, and social aspects of the target language (Devi, 2009). Henceforth, there is strong scholarly evidence that supports the use of songs in ELT. Acapella music is not only a fun way of learning English but also a way through which learners connect and familiarize themselves with the English culture. It is the best way of dealing with language-learning phobia by invoking curiosity and enhancing their motivation. But does it mean that there are no limitations?

The Limitations of using Acapella Music in ELA

The influence of vernacular is the biggest hurdle towards learning English through songs. In Saudi Arabia, for instance, learners are hardly exposed to the language outside the class. At home, they cannot practice even through the songs because everyone else speaks vernacular (Jyothirmayee, 2011). Research also indicates that most ELT teachers have a tendency of asking the students to think in their mother tongue and translate it English which is not learning at all. Some schools may not have the audio equipment needed to facilitate the class. Furthermore, the use of music, as suggested by Jyothirmayee (2011), is still at its developing stage and teachers have a hard time selecting music that fits into their classes. The Ministry of Education does not officially recognize the use of music in teaching in the country, hence, does not appear anywhere in the curriculum or syllabus. Teachers have to depend on their instincts to choose appropriate music (Jyothirmayee, 2011). There is also a perception among teachers and learners as well that music is frivolous and not necessarily academic. Such individuals who do not ascribe to the use of music end up hampering the process. Moreover, learners may have a tendency not to like particular songs. In worst cases, the music chosen may contain slangs or bad grammar that do not help in acquiring English as a second language.

Chapter Three

Methodology

The purpose of this chapter is to highlight the method that will be used to conduct the study which is based on the effectiveness of acapella songs in teaching English language in Saudi school. This chapter details the rationale for using a quantitative approach, data sources to be used for collecting data, and the data analysis procedures. This chapter also includes some descriptions of the study context and some characteristics of the potential participants. The chapter concludes with possible limitations of this study.

Rationale for Quantitative Research Design

The methodology is quantitative focusing on the degree at which the acapella songs play a role in influencing the learning outcomes of English language students in Saudi Arabia. Horn (2007) used a similar methodology during the study of how music influences learning and acquired positive results thus confirming the viability of the method. The present study will allow for the establishment of the level at which the application of listening to songs in the study process influences the learning outcomes based on the number of times the music presented and listened to by the students as well as the degree to which this influences the vocabulary of the language students.

The use of the quasi-experimental data collection method will be most appropriate in providing the relevant information for the research since enough information will be gathered based on the real and tangible vocabulary outcomes of students from each of the groups as noted by Laird (2002). The application of the acapella songs by the teacher as a new teaching tool will allow for the establishment and realization of the level at which the use of songs tend to improve the students’ development of new vocabulary in their language classes as well as enhance their capacity to remember the vocabularies. The measurement of the variation in the percentage of appropriate vocabulary use and application is important as this presents the exact quantitative contribution of the musical application to the learning outcomes. The information gathered will be adequate and reliable in guiding the validity of the research hypothesis.

Research Hypothesis

The current research is based on a hypothesis in which the use of acapella songs as a teaching tool affects Saudi Students’ English vocabulary acquisition positively.

Researcher Positionality

In Saudi Arabia, most English teachers use traditional teaching methodologies such as the grammar-translation method and there is a lack of the use of technology in the classroom. Some of the English language schools in the United States are using songs as a tool to teach English vocabulary. As an English teacher, the researcher attempts to use acapella as an equivalent technique to the use of songs to teach English vocabulary in Saudi context. Since songs accompanied by instruments are prohibited in Islam because they are perceived as an erosion of the positive societal ideals, finding another way that possesses potential positive outcomes is a must.

The Study Context

The study will be held at Osaid Bin Hudair’s high school in Jazan city, the researcher’s hometown in Saudi Arabia. This school is located in a housing for the displaced people who have been displaced because of the war between Saudi Arabia and Yemen. It is one of the newest schools in the city, which was built in 2014. It is also equipped with modern equipment and tools. There are six classrooms, two for each grade. And there is also a cafeteria, a small mosque, a room for teachers’ gatherings and four bathrooms. The classroom has a projector, television, speakers, white board, and smart board which will be used in facilitating the study procedures, and each classroom can have more than forty students.

General Characteristics of the Potential Participants

The participants in this study are senior students who speak Arabic as their mother tongue and are Muslims. Most of them are Saudis except for some who hold other nationalities such as Yemenis, Egyptians, and Syrians whose parents came to the city for the purpose of work. Students’ ages usually range from eighteen to twenty years old. All of the participants will be males because of the educational system in Saudi which separates the two gender and also the researcher does not have access to females’ schools.

Data Sources

The empirical data will be specifically gathered through a quasi-experimental design which will allow for making the comparison on the level of influence of the acapella songs on the learning outcomes. In this study, the students will be already assigned into two different classes by the school’s principal, the researcher will then flip a coin to randomly assign one class being the experiment and the other class being the control. The former will be used for experimental process while the latter will be used for control process to determine the outcomes of using acapella songs in teaching vocabularies. These two groups will be used throughout the entire data collection process to identify the impact of the application of the music to their study processes. The two groups will be exposed to two sets of experiment and control processes, that is, a pre-test and a post-test. The researcher will require the participants to fill in a questionnaire (Appendix 4) prior to the pre-test session. The questionnaire will mainly focus on understanding the students’ English language backgrounds. The two tests are important as they will allow for the establishment of comparison of the variations in the learning outcomes of the two groups of students once exposed to the different situations and environments of learning.

The pre-test experimental session will include translating questions (Appendix 5) based on some random acapella songs by Maher Zain (Refer to Appendix 6 for the lyrics) to see whether the students are able to identify the meanings of the vocabulary they will be studying or not. After analyzing the results, the researcher will then focus on using particular acapella songs based on the pre-test results. The post-test session will be conducted once the experiment group has listened to the acapella songs and will also include translating questions (Appendix 7) focusing on particular vocabulary that have been used and implemented in the classroom. According to Bolon (2001), the practice is meant to establish whether the students can remember the vocabularies they have listened to through the song. This will provide an established and reliable conclusion on whether they can remember the vocabularies or whether listening to acapella songs affects the process of recalling memory data or not. The listening experiment will allow for an established comparison between the groups of students before and after. This is an important process since the researcher will be able to identify the impact of listening to the acapella songs based on the language outcomes of the students especially the use of new vocabularies.

Data Collection Procedures

The researcher will secure the IRB approval letter (Appendix 3) before conducting the study. The researcher will also make sure that he has access to the school, starting from making an appointment with the principal and the participants’ English teacher to explain the study and the procedures the researcher intends to take. After that, the researcher will enter the classroom to introduce the study as a way to recruit volunteers (Refer to Appendix 1 for Invitation to the study). Then they will be asked to sign the consent form (Appendix 2). The study will take four weeks, once a week.

Day One

The students will fill in the questionnaire and take the pre-test in the first week

Day Two and Three

They will be exposed to acapella songs in both the second and third week.

Day Four

Finally, they will be asked to take the post-test on the fourth week.

Data Analysis Procedures

After the process of collecting the data, the researcher will enter the data manually into a computer by using a computer software such as Microsoft Excel, Statistica, or SAS. Accuracy will be taking into account while entering the data. The researcher will make sure that the data are entered accurately by checking them more than once. After entering the data, the researcher will do some analyses; data statistical, arithmetic and percentages. He will also do an analysis of the results from the pre-test and the post-test and compare between them. Finally, he will interpret and convert the data into results.

Ethical Consideration

When intending to conduct any research process, it is vital for the researcher to observe ethical procedures since they can be used to hinder the research process. It is important for the research to be compliant with the expected ethics to enable the researcher to collect reliable information as recommended by Tranberg et al. (2003). The practice ensures all standards are observed thus justifying the authenticity of the research report. Without observing the ethical issues, some rules are violated thus implying unrealistic results since some documents might be faulted. Some of the ethical issues to be considered in this research include but not limited to the consent from the respondents, the sensitivity of the group based on religious beliefs. Considering such issues will ensure the research is conducted in a professional manner where confidential information will be handled with the necessary care since the researcher is held responsible for any shortcomings associated with the poor handling of participants’ information.

Consent from the respondents

According to Mori (2011), before engaging individuals for research, it is important to seek their informed consent since their information is sensitive and should be kept confidential. The respondents must be informed of what is expected and be assured of confidentiality. The approach ensures the security of individuals’ information is guaranteed. The security encourages individuals to participate without the fear of victimization since the information will not be exposed to the public. In some cases, the respondents are minor thus implying vulnerability to an ethical violation. It is important for the right procedures to be followed when handling such groups to ensure their rights are not violated by the researcher. In Saudi, the exercise of conducting research in a musically related field is a sensitive process that individuals must be notified on the expectations for them to take part in the study since the Islamic religion is sensitive on musical matters. Therefore, this will be handled with a simple consent form.

Religious beliefs

Religion is a critical component that must be considered when planning for a research exercise. Islam religion does not allow the use of the musical instrument in music performances. Such rules must be observed when intending to carry out research in the field of music in Saudi. Respecting one’s culture is part of the ethics that must be adhered to when conducting research to ensure peoples’ interests are not affected by the study.

Consideration of ethical issues helps the process of conducting research since both the researcher and the participants will be confident to handle the process. Respondents will be assured of the security of the information they provide in the process of responding to the questions raised by the researcher. The researcher will also ask the school principals’ permission before conducting the research to make sure that no rules will be broken.

Possible Limitations

When carrying out research, encountering limitations is a common practice since the research is done in an area that has gaps thus implying the lack of information on the particular issue at hand. The researcher has to devise approaches of countering the challenges to conducting a successful research. Some of the limitations expected during this research include the type of results to be obtained, challenges in the use of technology by teachers, music copyright issues, the number of people who sing acapella, and the choice of songs.

Type of results

When conducting research based on the effect of acapella music on teaching vocabularies, it is important to focus on the results acquired from the experiments. The process is quite involving thus limiting the access to various individuals. The practice implies the use of few experiments to make conclusions. According to Kristen (2001), the generalization might be posing some threats since not all people have the same abilities and preferences. It is important for individuals to be treated differently since each person has unique traits that might differ in the outcome of using music in learning. This means that the results obtained from the study are biased due to the limited resources.

The number of participants

Due to the religious constraints towards music, the number of people who engage in acapella music is not viable for the study. This means that the results will only reflect the interests of a few people in Saudi. To execute an effective study, the sample size should be large enough to represent the population of Saudi. Due to the viability issue, however, this study will be considered a pilot study that may pioneer future related studies.

The use of technology

The process of recording and isolating music require technologically enlightened teachers in schools in Saudi. The challenge is that finding such teachers is a difficult encounter since most individuals only understand the basics of computers. The practice limits the use of computer programs in recording and editing the clips that can be used during the research. According to Beasley and Chuang (2008), for the research to be successful in this context, standard approaches must be used which might not give accurate results as it could be the case when using computer technologies in the recording. It also consumes a lot of time since the results must be analyzed manually in a stepwise manner.

Music copyright issues

It is difficult to use some music clips due to the copyright issues that might land the researcher into trouble. To avoid such scenarios, any music is used to aid in data collection thus limiting the results to a particular genre of music than can be obtained freely. The process of acquiring permission to use original music is quite expensive thus prompting the researcher to use the locally available resources. According to Segal (2014), use of rap music is effective in teaching language although getting access to such genre is unrealistic process due to the copyright measures.

The choice of songs

The number of music produced in Saudi is limited due to the religious position thus limiting the researcher on the choice of songs to use during the study. The practice affects the results since the conclusions are made based on a limited version of music which might not give a true reflection of the impact of acapella music on vocabulary acquisition.

Summary of the Chapter

The use of songs as supplementing teaching tools proves to be an efficient and effective approach towards attainment of better and improved learning outcomes. For the language students in Saudi Arabia, learning of new language and new vocabularies has persistently been a challenge thus listening to acapella songs will largely facilitate their outcomes in vocabulary development. This chapter has provided an overview of the methodology that will be used to carry out this research.

APPENDICES

Appendix 1:

Script for Inviting Students to Participate in the Study

Hello, my name is Meshal Ibrahim. I am a graduate student at Indiana University of Pennsylvania. I am conducting a research study about the impact of acapella songs on English vocabulary acquisition in Saudi Arabia. If you agree to participate, which is entirely voluntary, I will give you the consent form to sign and then I have a brief questionnaire that will take about 5 minutes of your time to complete. You may skip any questions that you do not want to answer. Any personally identifiable information collected during the interview and the tests will be kept strictly confidential. I will use the collected data in my research study report. Do you have any questions about the research study?

Are you ready to begin?

[After they complete the questionnaire]

Now we will be holding a simple test that will take approximately 15 minutes to be completed in order to understand better which English vocabulary to use in the classroom.

[After they take the pre-test]

Thank you for your participation in this research study. If you have any questions, you may reach me by email: [email protected] or by phone: +966555072017

Appendix 2:

Informed Consent Form

You are invited to participate in a research study. The study explores the impact of acapella songs on second language vocabulary acquisition in Saudi Arabia. The following information is provided in order to help you to make a decision whether or not to participate in the research. If you have any questions, please do not hesitate to ask. You are eligible to participate because you are a senior student at Osaid Bin Hudair High School in Jazan, Saudi Arabia.

In this study, you will be required to fill in a questionnaire that will allow the researcher to reveal your linguistic background. Then, you will be asked to take a pre-test to determine whether you are familiar with some specific English vocabulary or not. After that, you will be listening to some acapella songs in the classroom. Finally, you will be required to take a post-test, which is the last step in our study.

Your contribution to this research will help to shed the light on the use of acapella songs to teach/learn English vocabulary. The outcomes of the study are expected to improve the field of teaching English as a SL as well as helping you to learn new English vocabulary.

Your participation in this study is absolutely voluntary. If you decide to participate, all information provided by you will be completely confidential and will be used only for the purposes of this study. To ensure confidentiality, you will create a pseudonym. In addition, the data will be stored on a password-protected computer and will be accessed only by the researcher. It is important to mention, that you can withdraw at any point by emailing to Meshal Ibrahim and/or Dr. Gloria Park. In this case, all your data will be destroyed.

If you are willing to participate in this study, please sign the statement on the next page. You will be provided with a copy of the consent form. If you decide not to participate, leave the form on the table.

This project has been approved by the Indiana University of Pennsylvania Institutional Review Board for the Protection of Human Subjects (Phone: 724/357-7730).

Project Director:

Candidate for MA TESOL

Thesis Chair:

VOLUNTARY CONSENT FORM:

I have read and understand the information on the form and I consent to volunteer to be a subject in this study. I understand that my responses are completely confidential and that I have the right to withdraw at any time. I have received an unsigned copy of this informed Consent Form to keep in my possession.

Name (PLEASE PRINT) ____________________________________________________________

Signature __________________________________________________________________________

Date

______________________________________________________________________________

Phone number or location where you can be reached ______________________________________

Best days and times to reach you _______________________________________________________

I certify that I have explained to the above individual the nature and purpose, the potential benefits, and possible risks associated with participating in this research study, have answered any questions that have been raised, and have witness the above signature.

Date Researcher’s Signature

Appendix 3:

IRB Approval Letter

Appendix 4:

Questionnaire

Does learning English look easy to you?

Yes

No

How long have you been learning English?

Less than 1 year

1-2 years

3-4 years

5-6 years

More than 6 years

Describe your English language proficiency level

Poor

Fair

Good

Very good

Excellent

Do you speak English outside the classroom?

Yes

No

If yes, with whom?

Write your comment in the box below:

What was your latest grade in the English subject?

Circle the correct answer below:

100-90 89-80 79-70 69-60 Below 60

Appendix 5:

Pre-Test

Noun

Translation

Verb

Translation

darkness

start

line

drag

mankind

promise

strength

find

freedom

know

battle

give

dream

talk

oppression

make

temptation

keep

breath

stay

harmony

change

miracle

feel

orbit

repent

reason

try

land

regret

Appendix 6:

Acapella Lyrics

Freedom

Gathered here with my family
My neighbors and my friends
Standing firm together
Against oppression holding hands
It doesn’t matter where you’re from
Or if you’re young, old, woman or man 
We’re here for the same reason
We want to take back our land

Chorus:
O God, thank You
For giving us the strength to hold on
And now we’re here together
Calling You for freedom, freedom
We know You can hear our call, oh
We’re calling for freedom, fighting for freedom
We know You won’t let us fall, oh
We know You’re here with us

No more being prisoners in our homes
No more being afraid to talk
Our dream is just to be free, just to be free
Now when we’ve taken our first step
Towards a life of complete freedom
We can see our dream getting closer and closer
We’re almost there

CHORUS
I can feel the pride in the air
And it makes me strong to see everyone
Standing together holding hands in unity
Shouting out loud demanding their right for freedom
This is it, and we’re not backing off!
O God we know You hear our call
CHORUS

Freedom, freedom, freedom, ooh

Forgive Me

I’m about to lose the battle and cross the line
I’m about to make another mistake
And even though I try to stay away
Everything around me keeps dragging me in
I can’t help thinking to myself
What if my time would end today, today, today?
Can I guarantee that I will get another chance
Before it’s too late, too late, too late

CHORUS
Forgive me… My heart is so full of regret
Forgive me… Now is the right time for me to repent, repent, repent.

Am I out of my mind?
What did I do? Oh, I feel so bad!
And every time I try to start all over again
My shame comes back to haunt me
I’m trying hard to walk away
But temptation is surrounding me, surrounding me
I wish that I could find the strength to change my life
Before it’s too late, too late, too late

CHORUS

I know O Allah You’re the Most-Forgiving
And that You’ve promised to
Always be there when I call upon You
So now I’m standing here
Ashamed of all the mistakes I’ve committed 
Please don’t turn me away
And hear my prayer when I ask You to

CHORUS

Appendix 7:

Post-Test

Noun

Translation

Verb

Translation

unity

let

line

fight

demand

hold

shame

give

mind

call

hand

see

reason

shout

home

promise

land

know

step

regret

oppression

find

References

ALAfar, A. M., (2016). The Value of Songs and Rhymes in Teaching English to Young Learners in Saudi Arabia. English Language and Literature Studies, 6(4): 25

Almutairi, M., & Shukri, N., (2016). Using Songs in Teaching Oral Skills to Young Learners: Teachers Views and Attitudes. International Journal of Linguistics, 8(6): 133-146

Beasley, R. E., & Chuang, Y. (2008). WebBased Music Study: The Effects of Listening Repetition, Song Likeability, and Song Understandability on EFL Learning Perceptions and Outcomes. The Electronic Journal for English as a Second Language, 12(2), 1-11.

Bolon, C. (2001). Significance of Test-based Ratings for Metropolitan Boston Schools. Education policy analysis archives, 9, 42. doi:10.14507/epaa.v9n42.2001

Devi, I. (2009). The use of songs to increase English vocabulary to the first grade students of SDN TUGU JEBRES NO.120 Surakarta. SebelasMaret University, Surakarta, Indonesia.

Horn, C. A. (2007). English second language learners. Using music to enhance the listening abilities of grade ones, 1(1), 14-15.

Jyothirmayee, M. S., (2011). English Music: An Effective Tool to Teach/Learn English Language. Journal of Technology for ELT, 1(3). Retrieved on 18 March from www.sites.google.com/site/journaloftechnologyforelt/archive/july2011/english-music

Kim, J., & Choy, D. (2008). Learning to Toot Your Own Horn: Preservice Teachers Integrating Music into a Childhood Classroom. Journal of Research in Childhood Education, 22(4), 405-412.

Kristen, L. (2001). Using Music in the Adult ESL Classroom. ERIC Digest, 1(1), 1-3.

Laird, T. (2002). The Importance of Experimental Data and Record Keeping. Organic Process Research & Development, 6(1), 1-1. doi:10.1021/op015517p

McClanahan, L. (2014). Training Using Technology in the Adult ESL Classroom. Journal of Adult Education, 43(1), 22-32.

Millington, N. T. (2011). Using Songs Effectively to Teach English to Young Learners. Language Education in Asia, 2(1), 134-141

Mori, N. (2011). Effects of singing on the vocabulary acquisition of university Japanese foreign language students (Published Doctoral Dissertation). The University of Kansas.

Ortiz, S. B., Gutierres, S. E. & Bedoya, O. A. (2016). The Implementation of Songs to Promote Vocabulary Learning in the Primary Classroom. Technological University De Pereira, 1-72.

Segal, B. (2014). Teaching English as a Second Language through Rap Music. A Curriculum for Secondary School Students, 104, 1-55.

Shen, C. (2009). Using English Songs: an Enjoyable and Effective Approach to ELT. English Language Teaching, 2(1), 88-94.

Shore, R., & Strasser, J. (2006). Music for their minds. Young Children, 61(2), 62-67.

Simpson, J. A. (2015). How to Use Songs in the English Language Classroom. Retrieved on 17 March from www.britishcouncil.org/voices-magazine/how-use-songs-english-language-classroom

Tranberg, H. A., Rous, B. A., & Rashbass, J. (2003). Legal and ethical issues in the use of anonymous images in pathology teaching and research. Histopathology, 42(2), 104-109. doi:10.1046/j.1365-2559.2003.01575.x

Xiaowei, F. (2010). Strategies of Learning English Vocabulary from Pop Songs. A Study among College Students in China, 1(1), 1-59. [supanova_question]

Grader – Instructions Excel 2016 Project EX16_XL_CH04_GRADER_CAP_AS – Mountain View Realty 1.4

Grader – Instructions Excel 2016 Project

EX16_XL_CH04_GRADER_CAP_AS – Mountain View Realty 1.4

Project Description:

You work at Mountain View Realty. A coworker developed a spreadsheet cataloging houses listed and sold during the past several months. She included addresses, location, list price, selling price, listing date, and date sold. You want to convert the data to a table. You will manage the large worksheet, prepare the worksheet for printing, sort and filter the table, include calculations, and then format the table.

Steps to Perform:

Step

Instructions

Points Possible

1

Open the downloaded file exploring_e04_grader_a1.xlsx.

0

2

Freeze the first row on the Sales Data worksheet.
Hint: -First row selected and frozen properly
-Freezing done on the correct worksheet

5

3

Convert the data to a table and apply the Table Style Medium 17.
Hint: -Data converted to table
-Table Style Medium 17
-Table has right number of rows and columns

6

4

Remove duplicate records.
Hint: -Locate duplicate records
-Remove these duplicate records

2

5

Insert a new field immediately to the right of the Selling Price field. Name the new field Percent of List Price.
Hint: -New field to the right of Selling Price field
-New field named “Percent of List Price” without errors in the name

2

6

Create a formula with structured references to calculate the percentage of the list price.
Hint: -Formula created with right structured references
-Formula calculate percentage of list price
-Correct results from formula
-Formula has the right cells

5

7

Format the field with Percent Style with one decimal place.
Hint: -Field formatted with Percent Style
-Format has one decimal place

3

8

Insert a new field to the right of the Sale Date field. Name the new field Days on Market.
Hint: -New field to the right of Sale Date field
-New field named “Days on Market” without errors in the name

2

9

Create a formula with structured references to calculate the number of days on the market. Apply the General number format to the values.
Hint: -Formula created with right structured references
-Formula calculate number of days on the market
-Correct results from formula
-Formula has the right cells

6

10

Add a total row to display the average percentage of list price and average number of days on market. Format the average number of days on market as a whole number. Use an appropriate label for the total row.
Hint: -Total row added
-Total row displays the average percentage of list price
-Total row displays average number of days on market
-Average number of days on market formatted as whole number
-Total row labelled appropriately

5

11

Sort the table by city in alphabetical order and add a second level to sort by days on market with the houses on the market the longest at the top within each city.
Hint: -Table sorted by alphabetically by City
-Second level sort added to sort by Days on the market
-Houses on the market the longest at the top within each city

7

12

Adjust column widths so that all data is visible. Wrap the column labels.
Hint: -Column widths adjusted to accommodate all data
-All data is visible
-Wrap text format applied to column labels

5

13

Repeat the field names on all pages.
Hint: -Appropriate fields name selected
-Field names repeated on all pages

4

14

Add a page break at Row 36 so that city data does not span between pages, and change back to Normal view.
Hint: -Page break added at Row 36
-City data does not span between pages.
-View changed back to Normal view

6

15

Add a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side.
Hint: -Name on left side of footer
-Sheet name code in the Center
-File name on the right side

2

16

Display the Filtered Data worksheet. Filter the data to display the cities of Alpine, Cedar Hills, and Eagle Mountain.
Hint: -Filtered Data worksheet selected
-Filter Data displays Cities
-Alpine
-Cedar Hills
-Eagle Mountain
-Correct result from filtered data

5

17

Filter the data to display records for houses that were on the market 30 days or more.
Hint: -Filter Data displays
-Records from house on market 30 days
-Records from house on market more than 30 days
-Correct result from filtered data

5

18

Apply the conditional formatting 3 Arrows (Colored) icon set to the Days on Market values.
Hint: -Correct used of conditional formatting as taught in the course
-3 Arrows (colored) icon set applied to days on Market values
-Conditional formatting on the correct values with expected results

7

19

Apply the Light Blue Data Bars conditional formatting in the Gradient Fill section to the selling prices.
Hint: -Correct used of conditional formatting as taught in the course
-Light Blue Data Bars conditional formatting in Gradient Fill section applied to selling prices
-Conditional formatting on the correct values with expected results

7

20

Create a new conditional format that applies yellow fill (fourth color under Standard Colors) and bold font to values that contain 98% or higher for the Percent of List Price column.
Hint: -New conditional format created
-Format has yellow fill (fourth color under Standard Colors) and bold font
-New format applied to values of Percent of List Price 98% or higher
-Conditional formatting on the correct values with expected results

7

21

Add a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side.
Hint: -Name on left side of footer
-Sheet name code in the Center
-File name on the right side

5

22

Select Landscape orientation and set appropriate margins so that the data will print on one page.
Hint: -Landscape orientation selected
-Margins set so that data print on one page

4

23

Save and close the file. Submit the file as directed.

0

Total Points

100

Created On: 07/05/2019 1[supanova_question]

Grader – Instructions Excel 2016 Project EX16_XL_CH04_GRADER_CAP_AS – Mountain View Realty 1.4

Grader – Instructions Excel 2016 Project

EX16_XL_CH04_GRADER_CAP_AS – Mountain View Realty 1.4

Project Description:

You work at Mountain View Realty. A coworker developed a spreadsheet cataloging houses listed and sold during the past several months. She included addresses, location, list price, selling price, listing date, and date sold. You want to convert the data to a table. You will manage the large worksheet, prepare the worksheet for printing, sort and filter the table, include calculations, and then format the table.

Steps to Perform:

Step

Instructions

Points Possible

1

Open the downloaded file exploring_e04_grader_a1.xlsx.

0

2

Freeze the first row on the Sales Data worksheet.
Hint: -First row selected and frozen properly
-Freezing done on the correct worksheet

5

3

Convert the data to a table and apply the Table Style Medium 17.
Hint: -Data converted to table
-Table Style Medium 17
-Table has right number of rows and columns

6

4

Remove duplicate records.
Hint: -Locate duplicate records
-Remove these duplicate records

2

5

Insert a new field immediately to the right of the Selling Price field. Name the new field Percent of List Price.
Hint: -New field to the right of Selling Price field
-New field named “Percent of List Price” without errors in the name

2

6

Create a formula with structured references to calculate the percentage of the list price.
Hint: -Formula created with right structured references
-Formula calculate percentage of list price
-Correct results from formula
-Formula has the right cells

5

7

Format the field with Percent Style with one decimal place.
Hint: -Field formatted with Percent Style
-Format has one decimal place

3

8

Insert a new field to the right of the Sale Date field. Name the new field Days on Market.
Hint: -New field to the right of Sale Date field
-New field named “Days on Market” without errors in the name

2

9

Create a formula with structured references to calculate the number of days on the market. Apply the General number format to the values.
Hint: -Formula created with right structured references
-Formula calculate number of days on the market
-Correct results from formula
-Formula has the right cells

6

10

Add a total row to display the average percentage of list price and average number of days on market. Format the average number of days on market as a whole number. Use an appropriate label for the total row.
Hint: -Total row added
-Total row displays the average percentage of list price
-Total row displays average number of days on market
-Average number of days on market formatted as whole number
-Total row labelled appropriately

5

11

Sort the table by city in alphabetical order and add a second level to sort by days on market with the houses on the market the longest at the top within each city.
Hint: -Table sorted by alphabetically by City
-Second level sort added to sort by Days on the market
-Houses on the market the longest at the top within each city

7

12

Adjust column widths so that all data is visible. Wrap the column labels.
Hint: -Column widths adjusted to accommodate all data
-All data is visible
-Wrap text format applied to column labels

5

13

Repeat the field names on all pages.
Hint: -Appropriate fields name selected
-Field names repeated on all pages

4

14

Add a page break at Row 36 so that city data does not span between pages, and change back to Normal view.
Hint: -Page break added at Row 36
-City data does not span between pages.
-View changed back to Normal view

6

15

Add a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side.
Hint: -Name on left side of footer
-Sheet name code in the Center
-File name on the right side

2

16

Display the Filtered Data worksheet. Filter the data to display the cities of Alpine, Cedar Hills, and Eagle Mountain.
Hint: -Filtered Data worksheet selected
-Filter Data displays Cities
-Alpine
-Cedar Hills
-Eagle Mountain
-Correct result from filtered data

5

17

Filter the data to display records for houses that were on the market 30 days or more.
Hint: -Filter Data displays
-Records from house on market 30 days
-Records from house on market more than 30 days
-Correct result from filtered data

5

18

Apply the conditional formatting 3 Arrows (Colored) icon set to the Days on Market values.
Hint: -Correct used of conditional formatting as taught in the course
-3 Arrows (colored) icon set applied to days on Market values
-Conditional formatting on the correct values with expected results

7

19

Apply the Light Blue Data Bars conditional formatting in the Gradient Fill section to the selling prices.
Hint: -Correct used of conditional formatting as taught in the course
-Light Blue Data Bars conditional formatting in Gradient Fill section applied to selling prices
-Conditional formatting on the correct values with expected results

7

20

Create a new conditional format that applies yellow fill (fourth color under Standard Colors) and bold font to values that contain 98% or higher for the Percent of List Price column.
Hint: -New conditional format created
-Format has yellow fill (fourth color under Standard Colors) and bold font
-New format applied to values of Percent of List Price 98% or higher
-Conditional formatting on the correct values with expected results

7

21

Add a footer with your name on the left side, the sheet name code in the center, and the file name code on the right side.
Hint: -Name on left side of footer
-Sheet name code in the Center
-File name on the right side

5

22

Select Landscape orientation and set appropriate margins so that the data will print on one page.
Hint: -Landscape orientation selected
-Margins set so that data print on one page

4

23

Save and close the file. Submit the file as directed.

0

Total Points

100

Created On: 07/05/2019 1[supanova_question]