Incorporating Music in CALL: An exploratory study establishing a protocol for Computer Assisted Language Learning Incorporating Music (CALLiM) (original) (raw)

Abstract

Research in fields such as cognitive science, anthropology and sociolinguistics strongly support the importance of the music/language nexus, while in the language classroom, music is increasingly recognized as a valuable education tool. Interesting studies, such as Franzblau’s computer-aided learning system employing a pitch tracking line, and Lenz’s system for learning music using a computer game, have potential application to music in CALL. However, very few studies have addressed the combination of music, language and computers directly. This paper reports on a recent, Japan-based, exploratory study, which probes the affordances and constraints of incorporating music in a CALL environment, establishing a protocol for computer assisted language learning incorporating music (CALLiM). Approaches used previously without a computer are applied to CALL, to help discover the key functionalities and sustainable approaches that assist in learning a language through music in a digital age. Reflective practice, auditor intervention and diary work inform data collection and analysis. The study reveals a number of interesting contradictions that arise when moving from a pre-CALL to CALL environment. It also sheds light on issues that impact on searching and sampling, vocabulary learning strategies, and developing comprehension skills and cultural competence when incorporating musical strategies. With Ilocano song lyric texts as a point of departure, the importance of employing varied rhythmic drills and featuring music as a component of rich input (RI) is also highlighted by the study.

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

References (53)

  1. Almagro, I. (2012). Foldable wireless voice muffling device for mobile communications: Google Patents.
  2. Beasley, R. E., & Chuang, Y. (2008). Web-Based Music Study: The Effects of Listening Repetition, Song Likeability, and Song Understandability on EFL Learning Perceptions and Outcomes. TESL-EJ, 12(2), n2.
  3. Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual review of psychology, 54(1), 579-616.
  4. Boud, D. (2001). Using journal writing to enhance reflective practice. New directions for adult and continuing education, 2001(90), 9-18.
  5. Boynton, C. R. (1988). Vocal muffler: Google Patents.
  6. Bragado, J. A. (1995). ILOKO LITERATURE:■ A HISTORICAL■ SKETCH■. Many Voices: Towards a National Literature, 176.
  7. Brine, J., & Franken, M. (2006). Students' perceptions of a selected aspect of a computer mediated academic writing program: An activity theory analysis. Australasian Journal of Educational Technology, 22(1), 21.
  8. Brine, J., Wilson, I., & Roy, D. (2007). Using moodle and other software tools in EFL courses in a Japanese IT University. Paper presented at the Computer and Information Technology, 2007. CIT 2007. 7th IEEE International Conference on.
  9. Butto, L. I., Holsworth, M., Morikawa, F., Wakabayashi, S., & Edelmen, C. (2014). Music: A motivator for underachieving EFL studetns? A Preliminary Study Using Karaoke. 姫路獨協大学外国語学部紀 要, 27, 49-54.
  10. Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & Learning through Multiple Intelligences: ERIC.
  11. Chapman, D. R. (1990). Vocal sound muffling device: Google Patents.
  12. Chattopadhyay, K. Future directions for digital literacy development of Indian educators.
  13. Davanellos, A. (1999). Songs. English Teaching Professional(13), 13-17.
  14. Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning.
  15. Engh, D. (2013). Why Use Music in English Language Learning? A Survery of the Literature. English Language Teaching, 6(2).
  16. Franzblau, C. A. (2007). Computer-aided learning system employing a pitch tracking line: Google Patents.
  17. Fujio, M. (2004). Silence during intercultural communication: a case study. Corporate Communications: An International Journal, 9(4), 331-339.
  18. Harumi, S. (2010). Classroom silence: Voices from Japanese EFL learners. ELT journal, ccq046.
  19. Hasegawa, T., & Gudykunst, W. B. (1998). Silence in Japan and the United States. Journal of Cross- Cultural Psychology, 29(5), 668-684.
  20. Jalongo, M. R., & Bromley, K. D. A. (1984). Developing linguistic competence through song picture books. The Reading Teacher, 840-845.
  21. Jones, S. (2008). Speech is Silver, Silence is Golden: The Cultural Importance of Silence in Japan. The ANU Research Journal(6), 17-27.
  22. Lambacher, S. (1999). A CALL tool for improving second language acquisition of English consonants by Japanese learners. Computer Assisted Language Learning, 12(2), 137-156.
  23. Lems, K. (2001). Using music in the adult ESL classroom: National Clearinghouse for ESL Literacy Education.
  24. Lems, K. (2005). Music works: Music for adult English language learners. New directions for adult and continuing education, 2005(107), 13-21.
  25. Lenz, E. (2011). System and method for learning music in a computer game: Google Patents. Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization: Oxford University Press.
  26. Lian, A-P. (1987). Awareness, Autonomy and achievement in foreign language learning. Revue de Phonétique Appliquée, 82-84.
  27. Lian, A-P. (2000). From First Principles: Constructing Language-Learning and Teaching Environment. Paper presented at the Selected Papers from the Ninth International Symposium on English Teaching.
  28. Lian, A. B. (2006). An Interactive Dictionary of Concepts: An Exploratory Platform for Enhancing Communication Between the Concepts Which Form and Inform Us. Affective and emotional aspects of human-computer interaction: Game-based and innovative learning approaches, 1, 178-206.
  29. Matsumoto, K. (1996). Helping L2 learners reflect on classroom learning. ELT journal, 50(2), 143-149.
  30. Mithen, S. J. (2005). The singing Neanderthals: The origins of music, language, mind, and body: Harvard University Press.
  31. Murphey, T. (1992). The discourse of pop songs. Tesol Quarterly, 26(4), 770-774.
  32. Nakane, I. (2006). Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics, 38(11), 1811-1835.
  33. Pinkard, N. (2001). Rappin'Reader and Say Say Oh Playmate: Using children's childhood songs as literacy scaffolds in computer-based learning environments. Journal of Educational Computing Research, 25(1), 17-34.
  34. Rieman, J. (1993). The diary study: a workplace-oriented research tool to guide laboratory efforts. Paper presented at the Proceedings of the INTERACT'93 and CHI'93 conference on Human factors in computing systems.
  35. Rockell, K. (2012). Rondalla Down Under: A Contemporary Resurgence in Australasia. Musika Jornal, 8.
  36. Rockell, K. (2013). The Philippine Rondalla: A Gift of Musical Heritage in a Migrant Context. International Journal of Asia Pacific Studies, 9(1), 97-120.
  37. Rockell, K., & Ocampo, M. (2014). Musicians in the language classroom: The Transference of Musical Skills to Teach "Speech Mode of Communication". ELTED, 16(Spring), 34-37.
  38. Rockell, K. F. (2009). 'Fiesta', Affirming Cultural Identity in a Changing Society: A Study of Filipino Music in Christchurch, 2008.
  39. Rockell, K. F. (2012). The Philippine rondalla: recreating musical heritage in contemporary Australasia.
  40. Roxas, R. E. O., & Borra, A. (2000). Computational linguistics research on Philippine languages. Paper presented at the Proceedings of the 38th Annual Meeting on Association for Computational Linguistics.
  41. Rubino, C. R. G. (1998). Ilocano: Ilocano-English, English-Ilocano: Dictionary and Phrasebook: Hippocrene Books.
  42. Salcedo, C. S. (2010). The effects of songs in the foreign language classroom on text recall, delayed text recall and involuntary mental rehearsal. Journal of College Teaching & Learning (TLC), 7(6).
  43. Schmit, N. (2000). Lexical chunks. ELT journal, 54(4), 400-401.
  44. Schön, D. A. (1987). Educating the reflective practitioner: Jossey-Bass San Francisco.
  45. Setia, R., Rahim, R. A., Nair, G. K. S., Husin, N., Sabapathy, E., Mohamad, R., . . . Jalil, N. A. A. (2012). English Songs as Means of Aiding Students' Proficiency Development. Asian Social Science, 8(7), p270.
  46. Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(02), 105-120.
  47. Warschauer, M. (1995). Comparing face-to-face and electronic discussion in the second language classroom. CALICO journal, 13(2&3), 7-26.
  48. Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. Telecollaboration in foreign language learning, 29-46.
  49. Warschauer, M. (1997). Computer-mediated collaborative learning: theory and practice. The Modern Language Journal, 81(4), 470-481.
  50. Whitman, B., Roy, D., & Vercoe, B. (2003). Learning word meanings and descriptive parameter spaces from music. Paper presented at the Proceedings of the HLT-NAACL 2003 workshop on Learning word meaning from non-linguistic data-Volume 6.
  51. Wojtowicz, B. (2014). Making a Difference with Diary Study Self-Reflections. 姫路獨協大学外国語学 部紀要, 27, 69-93.
  52. Wray, A. (2000). Formulaic sequences in second language teaching: Principle and practice. Applied linguistics, 21(4), 463-489.
  53. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.