Dissertation: Using Songs to Improve Past Tense Skills in ESL Students

This dissertation examines the effectiveness of using songs to teach past tenses to English as a Second Language (ESL) learners. The study explores the potential of music to enhance students' interest and comprehension of grammar, specifically focusing on the past tense. The research involves pre- and post-tests to measure improvements in students' grades, with 20 participants involved in the study. Additionally, interviews with students and teachers are conducted to analyze their perceptions of using songs in teaching. The dissertation includes a literature review, detailed research methodology, data analysis, and discussion of the findings. The results indicate that incorporating songs into teaching practices improves the students' understanding and application of past tenses in sentence formation. The study also highlights the importance of grammar in effective communication and addresses the challenges ESL learners face in using English correctly. The dissertation concludes with recommendations for future study and implications of the findings.

DISSERTATION

DECLARATION
I.................student of.............. that this dissertation “to investigate the effectiveness of using
songs to teach past tense to weak ESL students” has been prepared by myself. I have taken
support of other literatures and all these sources have been faithfully cited in thesis. I declare that
there is no issue of plagiarism.
Date
Signature

ACKNOWLEDGEMENT
I want to thank to my professor for their full support, without him it would not be possible for
me to complete this thesis. I thank to my parents and family members for encouraging me and
always be with me. Their encouragement has helped me to deal with difficult situations
effectively. Finally yet importantly, I like to thank to my friends, they always have believe in
me. Their motivation and support has helped me to complete my thesis.

ABSTRACT
The main aim of this dissertation is to identify effectiveness of using songs to teach past tenses
to ESL learners. Small kids like to dance on songs, if teachers involve such kind of activity in
classroom then it increases interest of students and enhance their understanding as well. Study
involves pre, posttests in order to measure whether songs have improved marks or grades of
learners or not. To find out answer 20 participants involves in this research. Results describe that
by using song in teaching practices grades of the learners have been improved. Now they are
able to understand this English language and are able to apply tenses to frame a clear sentence.
Interview with students and teachers conducted in this dissertation to analysis perception of both
these people regarding effective of using songs to teach English past tenses to ESL learners.

TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION................................................................................................ 1
Preface..................................................................................................................................... 1
Background of study................................................................................................................ 1
Problem statement.................................................................................................................... 5
Purpose of study...................................................................................................................... 5
Research objectives.................................................................................................................. 5
Research questions................................................................................................................... 5
Significance of study................................................................................................................ 5
Theoretical framework of research........................................................................................... 6
Definition of terms................................................................................................................... 8
Study limitations...................................................................................................................... 8
Chapter summary..................................................................................................................... 9
Summary................................................................................................................................. 9
CHAPTER 2: LITERATURE REVIEW.................................................................................... 11
CHAPTER 3: RESEARCH METHODOLOGY........................................................................23
Introduction........................................................................................................................... 23
Research design..................................................................................................................... 23
Methodology.......................................................................................................................... 26
Data collection....................................................................................................................... 30
Population and sampling........................................................................................................ 31
Data analysis.......................................................................................................................... 32
Validity and reliability........................................................................................................... 33
Ethical consideration.............................................................................................................. 33
Chapter summary................................................................................................................... 34
CHAPTER 4: DATA ANALYSIS AND DISCUSSION............................................................35
Introduction........................................................................................................................... 35
Data Analysis......................................................................................................................... 35
Discussion.............................................................................................................................. 53
Summary............................................................................................................................... 53
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS.................................................53

Conclusion............................................................................................................................. 53
Recommendations.................................................................................................................. 56
Limitations............................................................................................................................. 56
Implications of future study................................................................................................... 56
REFERENCES.......................................................................................................................... 58
APPENDIX............................................................................................................................... 61
Appendix 1: Pre-test & Post- test........................................................................................... 61
Appendix 2: Interview from students.....................................................................................61
Appendix 3: Interview with teachers...................................................................................... 61
Appendix 4: Observation....................................................................................................... 62

CHAPTER 1: INTRODUCTION
Preface
ESL learners face many problems to understand English language and use it properly in
their studies. As they have no knowledge about grammar and use of tenses thus, they get failed
to form correct sentences (Using American Popo songs in EFL classrooms, 2015). This
demotivates these students and they get failed to do well in their studies. Music and use of songs
is the best method to teach students past tenses. Study has huge scope as this can give brief idea
to teachers about new way of teaching tenses and developing sentence formation capabilities of
the children. Present study will give overview of effects of song in teaching simple past tense to
low proficiency ESL learners. It will use literatures of other authors to support arguments.
Furthermore, dissertation will select appropriate research methods for conducting this
investigation in an effective manner and will give proper justification for chosen techniques.
Background of study
Language plays a significant role in the life of human beings. People take support of
language for interacting with others properly. But when person has to use second language or
has to acquire new idiom then it creates difficulty for individuals to communicate with others. It
is very important for ESL learners to have good knowledge of grammar so that they can interact
with other students properly and can study well. Singing is the instrument that creates enjoyable
moment in the life of kids (Language learning through music, 2012). Language and music are
interrelated components. Singing supports in meeting educational and psychological needs of
learners and make them confident to interact with peers efficiently. Music assists in developing
knowledge about words and recognising expressions. Singing is a significant tool that aids in
reducing anxiety, stress level of kids and raising their interest towards new language. It impacts
positively on the learning skill of individuals to a great extent.
Grammar plays a significant role in making effective communication. Use of appropriate
grammar assists in proper sentence formation (The role of music and songs in teaching English
vocabulary to students, 2015). By this way, individuals can convey right message to the person
without any confusion. ESL students are facing huge issue in using the past tenses that impact on
their studies as well. One of the best methods to teach simple past tense to low proficiency ESL
learner is use of songs (Cohen, 2014). Each student has some kind of musical intelligence. Songs

enhance their interest and students pay more attention on applying the correct tenses while using
second language. Students with low proficiency feel under confident. In such condition, music
can raise their confidence and make them able to interact with others properly.
2

Songs and lyrics reflect experience of human life such as pain, happiness, loneliness, etc.
By this, individuals can understand the opinion of others and express their feelings as well.
Therefore, music can be used as a teaching tool for educating past tenses to ESL students. Songs
contain informal language that seems natural to ear (MacIntyre, Baker & Sparling, 2017, pp501-
516). It is considered as a precious resource that assists students in developing their listening,
speaking, reading and writing skills to a high extent. When person has to communicate with
using second language then individuals find difficulties to form clear sentences and thus, it may
increase confusion. In such circumstances, actual message is not understood by others. Musical
instruments aid in connecting the strangers and developing common link in between them.
Small kids remember lyrics of songs faster than words. This stores in their memory
quickly (Paradis, Jia & Arppe, 2017, pp 881-908). Through songs, they can learn about the use
of tenses and can form a clear sentence. Sound waves enter in ears and then get transformed into
nerve impulses. These impulses send these waves to left and right temporal lobes for the future
processing. This is the reason; individuals can store lyrics in brain for longer duration and recall
it easily. Teachers make use of more traditional methods such as workbooks to teach students
past tenses but when English is the second language for person, then it becomes difficult for
them to understand actual grammar of new idiom.
Music contains many vocabularies. By this way, ESL learners can understand the
language of music easily. Lyrics of songs have many phrases and expressions and thus, children
can improve their understanding about grammars and past tenses (Park, Song & Shin, 2016, pp.
678-699). There are many songs that are used for grammar exercise. Teachers can use musical
instrument in classrooms for teaching past tenses to ESL students. Song aids in understanding
pronunciation and accents of second language. Such type of lessons can be very successful
because students can be more intrigued with the new style of learning. Most of the people face
issue in communication and studies due to use of second language. But, when teachers target
correct songs then kids can improve their grammar and writing skills as well (Yan, Song & Wu,
2016, pp. 55-64).
Lyrics of songs is stored in the minds of individuals and teenagers can relate it with
grammar. For instance: noun and verbs can be learnt through pop songs. There are many pop
songs that contain good amount of grammar exercise. “Yellow” by cold play can help in
teaching past tense verbs to ESL students. ”Lately” by Stevie Wonder assist in learning present

simple and continuous tenses (The role of music and songs in teaching English vocabulary to
students, 2015). Teachers give assignment to students to differentiate between verb and noun in
this song and determine the past tense verbs. By this way, learners listen to music with
enthusiasm. This is the pre-listening phase that assists students in highlighting tenses and finding
ways to use these verbs appropriately in sentence formation. In post- listening stage, teachers ask
students to orally describe everything they have learnt from it. All the experiences are shared by
students by using simple past tense in an appropriate manner. If the learner is making mistake
then educator corrects him immediately. This is the best of learning and these learning
experiences that give long term benefits to students.
Metaphorical expression supports children in making a clear difference in between first
and second languages (Language learning through music, 2012). By using songs, teachers can
make people understand about figurative languages and metaphors. Hip hop songs contain lots
of slangs such as “You got me” that has been sang by The Roots group. This could be an
entertaining way to teach students and improve their knowledge about tenses. Song’s lyrics give
amazing ideas of writing in second language and using this idiom while communicating with
others.
Music have been to known to have a profound impact on human brain. IT can increase an
individuals' ability to learn and grow. Not only, singing supports in improving learning abilities
but it also rises the focus of learners which help them in learning new ways of framing sentences
by properly using past tenses. Incorporating music into classroom environment can develop a
learning experience which is positive for students. It assists in improving memory while
increasing attention of learners. Teaching past tense to students by singing songs can impart
students with a way to recognise information learned in a new and exciting way (Park, Song &
Shin, 2016, pp. 678-699). Making students learn while playing music interlinks the brain in an
unique way that helps kids in learning new things fast and easily. It makes the learning process
enjoyable for them. Learning through music also supports students in strengthening their brains
ability which supports them in raising their confidence by speaking with other individuals.
Putting information into musical context with rhythm and rhymes helps students in retaining the
data for a longer period of time. It can help students in solving their grammar problem and
framing sentences aptly and correctly by using appropriate tenses.

Problem statement
ESL learners are unable to use English language properly and they have no knowledge about
grammatical aspects of idiom. This is the reason; they feel under confident while communicating
with others. As English is not their first language thus, they cannot be educated in the same
manner as other learners are getting taught. That is why, they are less proficient about this
language.
ESL children cannot use past tenses effectively and are unable to form sentence by using these
verbs properly.
Purpose of study
Main aim of this dissertation is “to investigate the effectiveness of using songs to teach
past tense to weak ESL students”.
Research objectives
 To investigate the effectiveness of using songs to teach past tense to weak ESL learners.
 To assess students’ performance in past tense using the songs.
 To investigate the students’ and teachers’ perceptions regarding the songs used to teach
past tense.
Research questions
 How effective are the songs for teaching past tense to weak ESL students?
 How have the students performed using songs developed for teaching past tense?
 What are the students’ and teachers’ perceptions regarding the songs used to teach past
tense in the ESL classroom?
Significance of study
Present study “results of using songs to teach simple past tense to ESL students” is very
important for the students whose first language is not English. It will assist in understanding
actual issues faced by these learners while speaking and why they feel under confident when
they have to speak by using English. It will be beneficial in improving knowledge of students
about tenses and ways to form a correct sentence and will develop their confident so that they
can communicate with others properly (Park, Song & Shin, 2016, pp. 678-699).

This study will be beneficial for teachers in order to understand problems faced by ESL
learners and why they are unable to use past tenses effectively. By this way educator will be able
to implement innovative ideas for teaching such students well. They will get knowledge about
various theoretical frameworks so that they can improve knowledge of learners about verbs,
tenses etc. Music based lessons are more useful as compare to simple or traditional teaching
methods. People for those English is not first language, they cannot understand actual things that
are being communicated by teachers in classes (Language learning through music, 2012).
Through this investigation teachers will get new idea to teach students well and improve their
understanding level as well.
Theoretical framework of research
Desuggestopedia
The project is based on various theories such as desuggestopedia. The first conceptual
framework is desuggestopedia that is used to minimise stress of students when they are being
taught English language and past tenses. This theory takes support of fine arts such as music,
drama, etc. to enhance the understanding of learners and improving their proficiency level.
Cohen, (2014) stated that communication takes place in two planes that are conscious and
unconscious. It is essential for teachers to create bright and cheerful learning atmosphere so that
students can pay attention on both; conscious and unconscious level. Another theoretical
framework that would be used in this dissertation is affective filter hypothesis. MacIntyre, Baker
& Sparling, (2017, pp501-516) argued that due to low anxiety, students fail to use the second
language appropriately. In such condition, teachers have to motivate students and need to
develop their self-confidence so that they can use foreign language easily without any hesitation.
Learners can acquire second language easily if they get positive atmosphere. If they are
receiving positive learning environment then they will feel motivated and will put their hard
efforts to use correct tense in forming the appropriate sentence. Attitude of educator and
teaching pattern of them impact on cognitive skill of individual to a great extent. If ESL students
are getting positive reaction from their teachers then they will start using correct grammar in the
classroom (Using American Popo songs in EFL classrooms, 2015). This theory always ensures
that musical source is helpful in minimising the negative feelings among learners and making

them feel comfortable. When songs are used by teachers then it reduces inequality and all the
students enjoy song that supports them in quick learning.
Multiple intelligence
Another theory that supports this dissertation is multiple intelligence (MI) theoretical
framework. It is proposed by Howard Gardner. This model explains that each person has some
cleverness though their strengths and weaknesses vary from each other but their shrewdness
support them in learning new things effectively. Each individual has eight types of intelligences
i.e. linguistic, logical capabilities, musical understanding, spatial strengths, bodily ability,
naturalists, interpersonal and intra personal abilities. As per the level of intelligence of
individual, learner learns new things and adapts it in their daily life (Yan, Song & Wu, 2016, pp.
55-64). This research has close relationship with MI theoretical framework. These assist students
in learning grammar, pronunciations and tenses effectively by using sounds and lyrics. There are
many American pop songs that have used strong tenses in lyrics. Learners who have good
musical intelligence can easily learn past tenses in the classroom. This enhances their knowledge
of second language and they can actively use the past tenses in order to form a correct sentence.
Use of MI theory is considered as the most essential and effective framework in
education field. Students have different capabilities and when they learn something commonly
then they can compensate weakness of others. MacIntyre, Baker & Sparling, (2017, pp501-516)
stated that multiple intelligence approach is helpful for the growth of students in their studies.
Affective filter: It is another theoretical framework that will be used in order to
accomplish this dissertation successfully and answering research questions. That describes that
there are various factors that impact on second language acquisition of learners. Motivation,
anxiety, self confidence etc are included in it. There are many kids those who have fear of using
second language and do not accept changes easily. This thing creates problem for them in order
to learn grammar in other language. Affective filters aids in taking comprehensible inputs.
Definition of terms
Researcher will use many technical terms in this study for addressing the research
questions. Definitions of these terms are described as below:
Desuggestopedia: This teaching method has been developed by Bulgarian
Psychotherapist, Georgin Lozanov. This is applied by the teachers to teach foreign language

ESL learners. This technique is generally applied by educator to minimise the negative feeling of
students and making them comfortable in classroom (Language learning through music, 2012).
Affective filter: It is another term that would be used in this dissertation. It is another
teaching technique that is used to reduce the negative emotions of learners and minimise their
anxiety as well. By this way, they can understand how to speak English and can apply the past
tenses effectively.
Multiple Intelligence: This is a theoretical framework that describes eight criteria to
measure the intelligence of an individual.
ESL learners: It is another term that is used in this dissertation. This is used for the
people for whom English is not the first language. They belong from outside nation and culture.
Such learners find it difficult to use English language properly. Thus, they feel depressed and
under confident while communicating with others (The role of music and songs in teaching
English vocabulary to students, 2015).
Study limitations
Use of songs gives huge benefit in teaching the past tenses to ESL learners. This
investigation has a wide scope but still, there are some limitations. One of the major limitations
is that students can acquire wrong grammar because of using inappropriate words. As songs
sometimes create confusion in the minds of listeners because some words have two meanings, in
such condition, students might get failed to learn actual thing for which song is played in the
classroom. It is very important for teachers that selection of music needs to be done carefully.
Small mistakes can spoil the actual objective of entire study.
Apart from this, it is also possible that only a few students will like the musical way to learn
English. Many learners do not like this method of teaching. In such condition, this music based
learning method can decrease the interest of students and can make them feel demotivated.
Furthermore, teachers will be failed to teach students the past tenses because songs are made in
present form. Researcher has limited time, this is major limitation of research, in such short
duration it would be difficult to conduct study on such a big topic. Furthermore, lack of financial
resources is another limitation of this dissertation.

Chapter summary
From the above chapter, it has been summarised that new learners face various types of
problems in understanding and learning English language. This can be because of the reason that
individuals do not possess any knowledge about grammar and the way to use tenses while
framing sentences. So, chapter 1 lays emphasis on how music can be taught to students in order
to teach the past tenses. It highlights about the background of study which presents how use of
appropriate language is important for individuals in order to implement effective
communication.
Past tenses can be made to make students learn with the help of music as language and
singing are both inter-related components. It assists in meeting educational and psychological
demands of students which enhances the efficiency of students. Learning with the help of music
can develop moments that can be enjoyed by kids. Making students learn by music is one of the
best ways to teach use of simple past tense as it supports in increasing the interest of children
and their confidence while interacting with peers.
Chapter 1 discusses about the purpose of study which is to determine outcomes of using
music to teach simple past tense to ESL learners. It also lays emphasis on the objectives of study
which is to determine the impact of songs on learning aspects of students. Chapter 1 also
highlights the theoretical framework. Project is based on theories like desuggestopedia which is
critically utilised in order to reduce the stress of learners while teaching them use of past tense.
Summary
Report highlights the impact of using music while teaching ESL learners the use of past
tense. It presents how learning has become easier for students by using this method. Study shows
how students can improve their English speaking power with the help of music and singing. It
signifies the benefits of using music while teaching English and lays impact on how student’s
knowledge related to past tense would be enhanced by using this way. This will also support
learners in forming new sentences easily and correctly. Assignment also discusses that how
problem faced by learners while learning English can be solved appropriately by this method. It
reduces the burden of teachers as well.

CHAPTER 2: LITERATURE REVIEW
To determine effects of songs in order to improve the past tense knowledge of Standard 3 ESL
learners
In accordance with the view of MacIntyre, Baker & Sparling (2017) brain based
mechanism included in the learning process implicit in music, known as the cognitive
neuroscience of music, presents that the areas of brain which are most activated when listening
to lingual and melodic phases are almost similar. So, when the teacher teaches use of past tense
to their students through singing songs, it directly enhances the retaining power of students. The
music and rhythm included in it can enhance teenagers and children’s ability to learn and
understand. This also makes the task of teaching easier for teachers. For example: use of articles
and pronouns can be made learned to kids through songs. Students would be able to give
immediate answers to questions related to the past tenses. Cohen (2014) says that if use of
English language is taught without implementing music in it then it can become hectic for
teenagers to learn something new. Also, learning can become boring for them and they may not
be able to grasp many new things at a time.
As per the view of MacIntyre, Baker & Sparling (2017) learners i.e. especially students
who are learning English language, music and song, can help them in easily understanding the
fats related to grammar. Music supports in grabbing and holding the attention of teenagers and
children. Singing can assist students in remembering the words like for example hearing a new
rule of past tense in songs can help them in better recognising and using it. This can also
improve their confidence level while speaking with other peers. Also, singing creates a positive
learning environment in the classroom that motivates students or children to learn new things
more easily and aptly. Cohen (2014) says that if interest of students is not been developed in the
classroom, it can hamper their learning process. It can make them tired and feel frustrated or
irritated while learning new things. Students might get bored with learning. So, music is the
most creative way to make learners learn about the implementation of past tense while using
English language.
In the opinion of Perkins & Williamon (2014) making teenagers or children learn with
the help of singing songs can increase their enthusiasm. It is a tool which supports students in
reducing the issues like anxiety, depression and sadness. It provides them with a feeling which is
new and exciting. For example: teachers can make use of pop songs which assists students in

learning idioms or phrases that can be used by them while framing sentences. So, music can be
used by teachers as an educating tool which can help students in growing. Music contains lyrics
that helps in making children learn about the thoughts, views and opinions of other people that
directly link to increasing level of confidence of learners. Also, Cohen (2014) says that if
creative methods of learning are not being used by teachers then children may avoid going to
their classes and may get distracted from studies.
In accordance with Angioli et.al. (2014) music is the best way to remember facts. Songs,
rhymes and many other forms of music can be used to recognise all types of information related
to past tenses. Learning English language while listening to music can bring positive impact on
the cognitive functions of students. Research shows that music helps students by improving their
responsiveness, memory and speech capabilities. It refreshes teenagers and brings a new
enthusiasm in them. Teachers in classrooms can make use of many manual instruments to make
students learn about the basics of grammars. Yan, Song & Wu (2016 ) says that tutors use
workbook or textbook in order to make kids understand the use of past tense but this can become
quiet monotonous for them and may have chances that there doubts are not being cleared
because of this.
As per the views of Stauffer (2014) chants and raps enhance the memory of details and
supports in retrieving of information. Singing new songs which have English lyrics can assist
students in improving their vocabulary. Also, Cohen (2014) says that learners are attracted to
learning when singing procedure is been used by teachers as music is fun and engaging. It can
actually lay a positive impact on the areas of learning. Music supports students in learning
vocabulary and grammar that makes it easier for teenagers or children to frame sentences. This
establishes an effective communication between other individuals and learners. By this, students
would be able to connect better to other peer members. This can help teenagers in building
healthy relationship between other students studying with them. It can create moments which
any learner can enjoy while learning. This helps in increasing their motivation level as well as
enthusiasm. Music can support in developing interest of students in studying new concepts about
the past tenses.
As per the views of Park, Song & Shin (2016) music is something which helps in
improving vocabulary of a person. With the help of music, students can learn how to phrase new
sentences with the help of lyrics. When students will learn words of song, they will get the

practice of how to use vocabulary and grammar in sentence to form a proper meaningful
sentences with appropriate use of past tense. With the help of music, learning will become more
interesting and a less boring. Music also helps in improving the pronunciation of word. If
teachers start teaching English with the help of music then learning power of students will
improve and also, they will be interested to learn more.
In accordance with Stauffer (2014) music should include those songs which have lots of
rhyming words so that students will have fun while learning and also, this will make it easier for
the students to learn new words. Rhythm of the songs helps in learning how the words are linked
to form a perfect meaning. Whenever somebody listens to song, they get involved in listening to
the lyrics of that song because it is easy to understand meaning of the words and past tense when
they are used as lyrics rather than just reading those words without music.
To identify difference between scores of students taught using songs or traditional methods
As per the views of Kang & Williamson (2014) traditional method of teaching is when a
teacher guides students to learn past tenses with the help of memorization and recitation
methods. Kolodny, Lotem & Edelman (2015) say that this method does not develop critical
thinking, problem solving and decision making skills of students. Learning from these ways
become quiet monotonous and boring for students while teaching with support of singing songs
is a more constructive approach which involves teacher’s direct interaction with students.
Research shows that interactive teaching makes a student score more in their examination. Also,
it supports in raising their interest and attention in the classroom.
As per the opinion of Veblen (2018) song activities assist in better learning for teenagers
or children. As grammar is repetitive and monotonous, music can make it more enjoyable.
Students can learn various new facts related to use of past tense and also, to use it in their daily
routine life. This allows them in scoring well in exam and also, the use of proper language can
impress other people or their peer which builds self-confidence of learners. By all this, students
have become more active and enthusiastic about learning new things. Classroom has become
more interesting place for kids or learners.
In accordance with Wang & Wang (2014) teachers use traditional method of teaching
which includes making students learn via textbooks or workbooks. This method of imparting
lessons also become quiet stressful and hectic for tutors. Studies show that music education is

being used as a tool for gaining something new and retaining information. It becomes quiet en-
joyful for both teachers and children as music can be linked with making kids learn about rules
and principles relating to past tenses. Also, tutors can integrate music with reading, maths,
science and social studies which enhances the academic skills of students. Whereas, study shows
that traditional method can make lessons dull and boring for them. They might avoid taking
classes which can hamper their scores.
As per the opinion of Park, Song & Shin (2016) when songs are played in the
background during imparting sessions related to grammar, there is a slight rise in grasping. But
when pupils get a chance to connect with more than one subject, it becomes more effectual and
productive for them. Vulliamy (2017) found that many pupils learned the best through music
and have seen various positive changes in their scores. Learning through songs has helped
students in enhancing their vocabulary as well improved their ability to phrase meaningful
sentences by using English language. So, Veblen (2018) suggests that teachers rather than
making use of traditional methods should apply constructive approach like playing music in
class in order to increase the knowledge of grammar in ESL learners.
In accordance with Stauffer (2014) recent brain research has provided information about
the importance of music in educating pupils. Learning with music can generate the neural
connections which is quiet necessary for literacy and grammar related skills. Research shows
that listening to music while studying also connects two hemispheres of the brain. Music is
considered as the right brain activity, while grammar and various other logical thinking
techniques are treated as left brain activities. As per the views of Wang & Wang (2014) when
education is interlinked with musical activities, it increases the overall efficiency of young adults
or teenagers. They not only perform excellent in their test but music also helps to enhance their
social-emotional, creative, language and physical aspects. Whereas, traditional approach only
focuses on repetitive study which forces students to stay away from studies. This can hamper
their overall growth and students might get distracted from study as well as indulge themselves
in wrong activities which can negatively impact their life.
In the opinion of Cohen (2014) playing music in background or making students learn by
singing songs can support teachers in improving learning abilities of pupils related to past tense.
This also helps in boosting their energy as well as attainment level. Increasing attention in
classroom supports students in better understanding the facts related to past tenses. For example:

doubts related to rules of past tenses can be solved by increasing student’s level of attention in
the classroom. Solving student’s problem related to grammar can assist them in scoring well in
their test which can enhance their motivational level. Increased enthusiasm supports children and
teenagers to perform better in the future.
As per the views of Vulliamy (2017) music assists in mastering concepts. So, students
can learn all the rules and principles related to past tense with the help of singing songs.
Research shows that songs remain for a long time in the brain of child. So, it assists them in
recognising the lessons related to English language taught by tutors in classrooms. It can help
pupils in retaining new data or facts related to grammar. Learning becomes more enjoyable for
students. This also builds a positive relationship in between children and tutors. By the same,
kids can easily share problems faced by them related to grammar to their tutors. Cohen (2014)
says that traditional approach does not lay emphasis on creating student teacher relationship
which makes classroom a place that is mostly avoided by children or teenagers. It lays direct
impact on the scores of pupils that might get hampered because of inefficient communication in
between teachers and students. Making children learn tenses with the help of music assists them
in learning new words and expressions. Song supports in better understanding pronunciation and
accents of second language which could be beneficial for children as it assist in getting high
scores in their literature tests.
As per the views of Perkins & Williamon (2014) linking education with music in the
classroom is beneficial in various aspects like it enhances concentration, increase recognising
power of the students and intensify their learning. Greater retention of facts related to grammar
makes children score higher in test which reduces stress, tension and boosts their enthusiasm.
For example: teachers can make use of music like EDM and Jazz which aids in enhancement of
memory. Music creates an emotion in the mind of young adults that increases their involvement
in classrooms which in turn makes it easier for kids to remember information. It could lead to
higher grades, easy completion of assignments and increased involvement in learning sessions.
In accordance with Cohen (2014); young kids who love music and is involved in using
past tense by regularly singing and rhyming, for them school becomes an easier place. They tend
to enjoy time spent in their classrooms. All these activities assists young kids in raising their
vocabulary skills and also they learn way to express themselves. Music helps in developing

confidence and makes students more creative. It also encourages new friendships and healthy
relationship among children which provides them with a feeling of joy and peace. Effective
communication also reduces the stress and anxiety faced by young adults. It makes students
fluent in using English language. While, condition may arise because of music in classrooms,
learners only feel like partying or enjoying.
As per the view of Stone (2017); music assists students in improving their writing skills
as it contains a lot of lyrics, expression and idioms. Songs enhances the capacity, skills and
efficiency of ESL learners and makes it easy for them to understand English Language. It also
assist in increasing the energy level of students and developing their interest in studies. Music
also encourages students to show their participation in classrooms activities like debate,
extempore that aids them in enhancing their speech abilities. This can support learners in
improvising their knowledge related to past tenses. English songs also lays emphasis on raising
the pronunciation of teenagers or young adults. But however there might occur chance, that
using song in classrooms may divert students mind from studies.
In the opinion of Chen-Hafteck & Mang (2018); integrating music with education also
assists students in understanding the various actions, expression, behaviour and mood of other
people. As, song contain lyrics which posses many form emotional instances. It develops
emotional value in the mind of students that supports in making a positive relationship between
teachers and learners. This also changes the attitude of teacher towards learners. They focus
more on their grammar skills with help of music. Also, tutors can conduct various activities in
classroom like for example they may ask students to write their own song and recite it in front of
all learners. However, there might occur situation that students only feel like enjoying in
classrooms.
To explain perception of ESL learners about the use of songs in their English learning
process
In accordance with Perkins & Williamon (2014) making students learn grammar with the
help of songs and rhymes can enhance their thinking ability. Research shows that learners find
this approach of teachers quiet attractive and interesting. They think that it makes classroom a
better place to learn. All the musical activities encourage them to attend classes. Also, study

shows that it enhances their recognition power and vocabulary. Increased retention power
develops self-confidence and esteem in them. Using proper grammar supports students in
effectively interacting with their peer members and supports them in making new friends. By
fluent English language, children or teenagers can communicate with teachers without hesitation
that reduces their errors which can be made while framing sentences. Also, teachers can make
use of clapping, whistling, humming and tapping to make music. This will increase interests of
students in classroom. Also, raps and chants can be used to help students learn about principles
relating to past tenses. However, situation may develop that learners only feel like enjoying or
partying.
As per the view of Vulliamy (2017) learners feels that music creates a positive
environment which enhances their thinking abilities and also improves their retention power.
Also, students want that teachers should possess a positive attitude in class while making them
teach. Music helps in establishing a positive attitude in an environment. It reduces the feeling of
stress and anxiety both in children and teachers. This can assist pupils in better understanding the
use of past tenses while framing sentences. Also, lyrics of songs have various phases that can
assist teenagers or children in better understanding the use of grammar. It adds energy in the
minds of learners and make them more enthusiastic about studies. Also, using music in
education brings out the creative abilities of students.
They might think of making their future in the field of singing. Teachers can teach
grammar by asking favourite song of children and implement their lessons in it. This is a better
way of learning that can make a student learn better about the use of English language. The
musical session can also act as a great time of interaction. Children or teenagers can create new
friendship while learning through music. All these enhance their overall development both
physically and psychologically. Research shows learners think that music supports them in
making a better person. It allows individuals to become more energetic and enthusiastic.
However, if teachers work with traditional approach then education becomes quiet boring for
pupils. They can take study as a burden that can hamper their growth.
As per the view of Odena (2018); learners reveals that music is an amazing tool through
which they can learn all the principles of past tense and improve their command on language.
Students or children feels that lessons learned via good songs remains with them for a longer
period and also increase their potential to retain. By integrating education with music and

making kids sing along with catchy tunes, it supports them in learning new words, improve their
grammatical structures, and increase efficiency of students to frame meaningful sentences with
proper use of past tenses. Vulliamy (2017) says that music has become very important part in
getting expertise of English Language. Like for example songs include various type of
conjunctions in it which can be learned by students with the lyrics of music.
In the opinion of Choi (2017) hip hop and EDM songs involves lots of slang such as
“We don't talk any-more” that has been sung by Charlie Puth and Selena Gomez. This could be
an entertaining method to make children or kids learn and improve their knowledge about tenses.
Song’s lyrics give amazing ideas of writing in second language and using this as an idiom while
communicating with others. Learners reveals that music increases their attention and
concentration. They feel that song creates a positive energy in the classroom which help them to
learn more about using second language. It increases their skills related to decision making ans
also assists teachers in solving problems of students. A number of studies have shown that music
can enhance academic performance of kids and children and help them in scoring more scores in
their examination.
In accordance to Angioli, (2014), students feels that music supports them in interacting
with their peer members emotionally. It assists in creating a positive relationship among pupils,
teachers and with other individuals. Fresh and peaceful environment reduces the anxiety and
stress faced by children while learning complex structures related to past tenses. Young adults
have a perception that effective interaction motivates and inspires them to perform better in
Language test. Examination become more interesting for them and they develop their passion for
studies. However, traditional approach like using workbooks, textbooks for making students
learn, children found them quiet boring and hectic. They started feeling education a burden and
run away from studying. All these can also make parents of children more stressed and tensed.
As per the view of Stauffer (2014); there are various songs that can be utilised in
classroom like classical, nursery rhymes that can enhance students ability to properly use
grammar while speaking or writing English language. Music also involves many vocabularies.
Learners have a perception that reciting poems or songs helps them in understanding the English
language and grammar interlinked in it easily. There are many songs that can be utilised by
teachers as grammar exercise. It can also help those students who are suffering from problem of
stammering. Teachers can also make use of musical instrument such as harmonium, guitar,

piano to make more happy environment in classrooms. This would help ESL learners in better
understanding the use of past tenses. Songs assists children or teenagers in well grassing
pronunciation and accents of second language. Such type of lessons can be very successful
because students can be more intrigued with the new style of learning. Most of the students
reveal that they face several issues in communication and studies due to use of second language.
But, when teachers implement correct songs in studies then kids can improve their knowledge
related to past tenses and enhance their writing skills.
In the opinion of Vulliamy (2017); learners have a perception that rhyming songs in
English language enhances their fluency. They become more confident while communicating or
speaking with other. Music supports learners and children to learn fundamentals of grammar and
past tenses while having fun. Teachers can make use of different songs such as “Demons” sang
by Imagine dragons which contains appropriate use of articles and conjunctions. This can make
kids learn about how to use articles while framing sentences. Classrooms become a more
interesting place for teenagers or ESL learners when songs are played for them in the
background. Because of this, kids do not feel sleepy or drowsy in classrooms. Playing English
songs also makes them familiar with English culture.
As per the view of Stone (2017) teachers must select good songs for learning. Music
which is culturally rich, imparts new values to the students which can be implemented by them
in their daily routine life. Education provided with songs will bring positivity in life of learners.
It would assists in enhancing their academic skills. Also, music can encourage group activities in
class which will support in building positive attitude of children or kids towards each other.
Learning through songs raises the joy among young adults. Songs contains lyrics which develops
the intelligence level of students and makes them more smart. Teenagers feels that, all these
influences their creativity and also reduces level of frustration.
To suggest ideas for enhancing English speaking power of students
In accordance to Stauffer (2014), teachers imparts lessons related to grammar and past
tense with the help of music can enhance knowledge of students. Also, it improves English
speaking power of students. For example: Teachers can encourage children or kids to participate
in Karaoke that will assist them in strengthening their speaking power. These activities can
develop self-confidence in young adults and will also allow them to lay emphasis on their
pronunciation. There are various studies which shows that music supports second language

learners in acquiring grammar and vocabulary related skills. It solves there problems related to
use of nouns, pronouns, articles, conjunctions, past, present and future tenses. Students can
implement all these skills in their daily routine activities. In these tasks teachers are responsible
to select the right songs for children or kids, so that there efficiency is improved.
As per the view of Park, Song & Shin (2016), when music is mixed with education than
it creates a “ Mozar Effect” in the brain of learners which boosts their energy and supports them
in performing well in mental tasks such as memorizing rules related to past tenses. Chen-Hafteck
& Mang (2018) says that songs and music contains a hell lot of phrases, idioms and expressions
that allows kids to enhance their working skills. Teachers can also ask learners to design new
songs with the help of past tenses and grammar, which can also bring out their creativity outside.
In the opinion of Chen-Hafteck & Mang (2018) learning through music makes it easy for
students to stuck English language in their mind. It is because songs involves various words and
sound patterns which are repetitive in nature, so it makes easier for students to memorize the
facts related to second language. Many studies shows that listening to English songs and
implementing them in education improves academic performance of students. It also enhances
their speaking ability and make children or learner memorize nouns and pronouns for a longer
period of time. They are able to focus more on pronunciation and infect it also assists them in
framing new words and sentences.
As per the view of Stone (2017) songs involves lyrics, tones, beats that develops an
emotional feeling in the mind of learners. By using music in classrooms teachers can make
students learn about the emotional aspects of other people. Learners can have a better
understanding of mood, behaviour and culture of other individuals. Songs also enhances the
abilities of young adults related to speech through which they can easily share their thoughts,
views, values and expression with peer members. It will help them in creating bond which is
very strong and can assist in making kids feel stronger and confident.
In accordance to Vulliamy (2017) music is one of the easiest method which can be used
by teachers to make students learn about fundamentals of grammar. It is often seen that kids or
teenagers founds it very difficult to acquire language, as they don't have an extra minute to
devote their time in studies. But when use of past tenses are taught with the help of song,
learners do not seek it as complexes, as they did in the past. Also, they don't need to set aside
any special time for studies as music is with them at any place they go. Teachers can select songs

which are liked by young adults, so that they do not get bored. However, if these interactive
sessions are not been implemented in classrooms, then children might get irritated or offended.
As per the view of Stauffer (2014), music also teaches English culture to students. It
makes learners familiar with how to critically implement the past tenses while framing
sentences. Songs also improves their speaking abilities. For example In order to enhance speech
skills of children or teenagers, teachers can also conduct activities such as debates, extempore or
can organise a singing session. These tasks can increase self esteem of young adults which helps
them in exploring new areas of learning.
In the opinion of Stauffer (2014) teachers can ask students to tell about the song or
music they like most. This will support them in understanding the views of learners. As taste in
music reveals more about the choices of a person. All this assists in establishing a culture that is
friendly and healthy. Students can easily learn about how to use past tense in various
circumstances. Tutors can also ask learners to swap music with their English speaking friends
which would increase interaction between them and also enhance their knowledge. These aspects
can make children fluent in their speech and this method is actually enjoyable and creates peace
in mind of teachers as well as learners.
In accordance to Chen-Hafteck & Mang (2018) to enhance speaking abilities of young
children teachers can ask them to carefully understand the lyrics and highlight unknown words
for later discussion. It would improvise knowledge of kids related to grammar, verbs and tense.
Also, these activities can make learners learn about various uses of articles too. Students English
as well as speaking skills would be improvised by musical sessions. Also, tutors can make use of
many instruments which would create party environment in classroom. It would attract students
towards classrooms, and they may not miss any class in the future. Various idioms and phrases
are included in music that can be learnt by young adults.
As per the view of Stone (2017) to enhance English speaking of ESL learners teachers
can round off their sessions with creativity. Like for example They can ask students to sing a
song in classroom and ask them to identify the usage of past tenses in it. Also, teachers can make
use of musical videos which contains creative images that can support students in learning. It can
assist children or young adults in exploring wider areas of English language. Learners can
impress their peer members with their speaking skills with appropriate use of grammar. It would
enhance their motivation and develops self confidence as well self esteem in kids. All these

activities can also make parents of students stress free and relaxed. Students will also enjoy
going to classroom and would see teachers as their friend. This would build a healthy
relationship between tutor and learners which assists both of them in growing.
In the opinion of Odena (2018) to improve usage of grammar and past tenses in learners
teachers needs to select songs that are uplifting and which implicit positive emotions in young
adults. Music chosen must have a cultural component, so that it can be implementation easily.
This would support them in making sure that sentiments of students are not being hurt by
selecting appropriate songs for them. Also, teachers should handle learners or kids with positive
attitude, they must not be involved in showing tantrums to kids. This can lay a negative impact
on the mind of children which might hamper their growth.
As per the view of Trujano, Khan & Maes (2018) students can acquire usage of past
tense and grammar easily if they get positive atmosphere. If learners are getting positive
environment in classrooms then it may make them feel appreciated and motivated and this will
support them in putting their hard efforts to use correct tense in forming the appropriate
sentence. Attitude of educator and teaching pattern of them impact on cognitive skill of
individual to a great extent. If ESL students are getting positive reaction from their teachers then
they will start using correct grammar in the classroom (Using American Popo songs in EFL
classrooms, 2015). All these activities conducted in class ensures that musical source is helpful
in minimising the negative feelings developing in students and making them feel comfortable.
When songs are used by teachers then it reduces inequality and all the kids enjoy song that
assists them in quick learning.

CHAPTER 3: RESEARCH METHODOLOGY
Introduction
Research methodology is a systematic method for conducting a research and finding
relevant information about subject matter. Researcher has to apply various tools and techniques
for answering research problems significantly. Current chapter will discuss applicability of
various methods in order to identify results of using songs to teach simple past tense to ESL
students.
Research design
Research design is the outline of entire investigation that helps scholar in measuring
variables specified in study. There are various kinds of research designs such as qualitative and
quantitative. Qualitative research is considered as simple process of carrying out a study. It is
scientific method for gathering non-numerical data. This method concentrates on negotiated
reality and collecting data by involving participants in investigation. It is the multi method
processes that emphasizes on naturalistic approach. It involves human participants and collects
non-numerical data on topic. This helps in raising understanding about topic and interpreting
details in efficient manner. The major agenda of applying qualitative deign is to develop
understanding about social reality and answer research questions by considering real facts. This
approach concentrates on meaning and interpretation of topic. There are various kinds of
qualitative designs such as descriptive, review etc. that supports in answering research problems.
Descriptive design is type of tool that involves theories and models in order to develop insight
understanding about topic and finding actual facts related to subject. Naturalistic observation is
another kind of qualitative tool that observes natural habitat and avoid third party interference.
On other hand quantitative design is the technique that involves statistical information in
order to find out results. This technique concentrates on developing connection between
empirical observations and mathematical expressions so that research questions can be answered
significantly. It quantifies problems by involving numerical data. Quantitative research design is
closely associated with scientific methods that generates hypothesis and gather empirical data.
Confirmatory research design is most common quantitative research design that tests priori
hypothesis. This technique is very helpful in generating meaningful results. On other hand
exploratory design is another kind of quantitative tool that helps in generating posterior
hypothesis. In this method scholar has to examine data- set fhfh have to develop relationship

between various variables. That aids in answering research questions in efficient manner. By
using exploratory research design, investigator can discover new ideas and can minimise
mistakes(Park, Song & Shin (2016). Experimental design is another kind of quantitative
designing tool in which scholar always tries to make changes in existing situation. In order to
apply this technique in efficient manner, researcher has to randomly assign participants and have
to gather their view point. Observation, case study, survey are various types of descriptive
designs. In order to develop understanding about topic scholar is required to implements these
tools so that research questions can be answered efficiently.
In the present dissertation on results of using songs to teach simple past tense to ESL
students scholar has applied qualitative research design. The main advantage of using this
technique is that it has supported scholar in evaluating subject matter and gaining more detail
about topic. Investigator has become able to find out more measurable outcome by using
qualitative research design. Researcher has used descriptive qualitative technique that has aided
in describing elements related to uses of songs in learning of ESL students.
Qualitative design is the subjective tool that involves experience of human participants
and gathers all kind of subjective detail related to topic.
There are two major stages of qualitative research design.
 Planning is the first phase in which scholar has to determine research questions and has
to select suitable design for answering research questions.
 Second stage is acting in which researcher has to collect qualitative data and have to
analyses these details. This supports in generating valid results and answering research
problems.
 Third phase is observations in which scholar has to observe the facts and actual
knowledge that received by these kids.
 Next stage is reflecting in which scholar will reflect the learning.
Use of descriptive qualitative design is very effective for identifying results of using
songs to teach simple past tense to ESL students. By this way scholar has become able to justify
current practices and identifying the issues that faced by ESL learners during their school time.
By this way researcher has become able to find out the specific strategies of using songs in order
to teach them past tenses.

In this research, scholars have made use of descriptive study. It has been utilised in order
to analyse traits about group of people being studied but however, it does not describe how and
why the characteristics occurred. The traits in this research are used to elaborate conditions of
population so that no attrition are being raised. Basically this method has been used to describe
a situation. Like for example the method has helped researchers in knowing what exactly
happens when music is being involved in the classroom teaching. Descriptive study has certain
benefits such as population can be examining at natural and unmodified environment. This
method assists in giving current data that has been used for present study. Also, this study
supports in identifying future variables which can support researchers in future study. This has
assisted researchers in finding out qualitative data related to learners (Stone (2017). All the
information gathered is linked with how much music enhances learning of teenagers or children.
It has pointed out the facts that can be changed in the future research process. This study is quiet
easy to perform.
However, the study also has some drawbacks such as participants may not be trustful at
the time of questions been asked or filled by them. Method fails to relate cause and effect of
barriers coming in the way of research process. The outcomes found in the study cannot be
repeated and also result may be open to interpretation. Confidentiality issues arise while using
this method (Perkins & Williamon (2014). Also, the study is typically researcher bias which
might influence the research or study. Parents of the students also might get problem in asking
students about the question which takes time. This is one of the issues that has been faced by
using this method.
Lessons Objective Task Results
Session 1 To develop
understanding about
past tenses
Activity 1: Kids listen
to this song.....
This will help them in
understanding lyrics
and use of tenses
Session 2 To develop their
understanding about
use of correct tense
Activity 1: Kids
underline the tense in
these song lyrics...
Pupils will be able to
identify the verbs and
will be able to
underline correct tense
in sentence.

Methodology
Research approach
Research approach is the tools that assist in framing path and conducting investigation in
efficient manner. Inductive and deductive are two main approaches that are used in different
kind of projects. Inductive approach is type of technique that in which scholar has to collect data
related to subject matter (Mackey and Gass, 2015). This collection assists in developing in-depth
understanding about topic. Furthermore, scholar has to looks pattern and has to develop theory
that can help in answering research questions. When such method is being applied then
experiences of human being are involved and theories have been developed. Inductive approach
avoids framing hypothesis and researcher has chance to alter direction if any changes are
required. It is simple process and no guiding factor is involved in it. This technique is helpful in
getting more scrutinized information about topic so that scholar can answer research questions
efficiently (Lewis, 2015).
Inductive approach is systematic method of conducting research because it assumes that
researcher has sufficient time so it is possible to conduct in-depth analyses. This helps scholar in
building a new theory and revelling facts about subject matter. Grounded theory is most referred
model that describes necessity of conducting research with open mind (Flick, 2015). It explains
that there is no need of preconceived ideas; such technique always generates new theory by
using collected data. Grounded theory is applied in a project where same topic has not been
explored earlier by any researcher.
Deductive approach is another type of method that frames hypothesis and test these
assumptions in order to generate valid results (Ledford and Gast, 2018). On the bases of test
results' hypothesis is being accepted or rejected. In this technique scholar cannot make changes
in direction, individual have to conduct study per pre- determined path. This approach is
considered as highly structured and support in accomplishing specific aim of investigation. This
method involves large sample and find out answers with less depth. In this technique scholar has
to frame hypothesis and have to test existing theory. That aids in generating valid results and
reach to conclusion (Smith, 2015).
Present study to identify results of using songs to teach simple past tense to ESL students
has taken support of inductive research approach. Scholar has gathered data and have analysed
these informations in efficient manner. Theories are being examined that has supported in

getting valid results. This approach has supported scholar in finding valid results related to topic
and reaching to end results. Applying inductive approach in the project is simple method that has
supported researcher in analysing facts deeply and finding actual issues face by ESL learners in
educational life. Inductive approach is beneficial for the qualitative studies because by this way
investigator has collected real facts by involving human being in investigation (Clark and et.al,
2017). Inductive approach has served as essential tool for researcher in gathering and analysing
information and generating valid results.
Research types
Research methodology aids in investigating topic systematically and reaching to end
results. There are various kinds of researches such as experiments, survey, case study etc.
Experiment is type of tool that experiments the facts and find out actual cause of issue.
In such type of technique scholar has to test hypothesis and have to try out it with various
variables (Grenier and Collins, 2016). There are many dependent and independent variables that
are used by investigator. Dependent variables show actual effect and independent variables
reflect cause of issues. By this way researcher becomes able to answer research question
significantly. It is applied in quantitative type of studies where scholar has to test hypothesis and
have to randomly assign elements. By making changes in these elements scholar becomes able to
generate valid results and find out actual answers.
Survey is another kind of research, this methods concentrates on involving population in
order to find out relevant facts about topic (Nakata, 2015). Interview, questionnaire etc. are
simple process of survey. In most of the investigation researcher has to select survey method
because it is most simple and effective strategy. It assists in gathering in-depth detail related to
topic and finding actual facts. Survey supports in collecting huge data from target population.
Case study is most effective methodology that uses multiple sources in order to develop in-depth
understanding about subject matter. Case study method is not bound to the context. Researcher
applies this methodology when individual has to collect in-sight information about topic and
have to find out real facts related to topic (Brannen, 2017).
Survey technique has been applied by scholar. This method has been selected by
researchers in order to collect information which is more relevant and authentic. It is very useful
for the scholars as this method assists them in gathering information that cannot be directly
observed (Park, Song & Shin (2016). Survey method basically includes collecting of data with

the help of questionnaire. It can include the use of open ended and close ended questions. Also,
there exists various type of surveys such as cross-sectional, longitudinal, trend, cohort, and panel
studies. Cross sectional surveys are utilised to collect information on group at a single point of
time. They interlink the understanding of two factors. Like for example They identify the impact
of music on students as well as teachers.
Longitudinal survey assists researchers to collect information over a period of time.
Scholars can identify the alteration in the population and initiate to examine and explain them.
There are various types of longitudinal studies that includes trend, cohort and panel studies.
Trend survey depends on a specific group of people which are being examine repeatedly.
Scholar can collect information from various studies of the same population which assists them
in expressing trends (Cohen (2014). Cohort study also lays emphasis on a population that is been
scrutinised more than once. Panel studies allow the scholars to identify why modifications are
arising in the population as they tend to use same sample of population for every research. These
studies can be expensive in nature and may take a longer duration to study sample of people.
Case study is another type of research that is applied in qualitative type of
investigations. This technique concentrates on analysing each element and developing
interrelationship with other components. It considers that there are small cases that give reliable
information about topic and help in finding actual answers of research questions (Mackey and
Gass, 2015).
Grounded theory is considered as one of the most effective approach in which scholar
emphasise on building theory. This is beneficial in explaining actual behaviour of human being
about topic. Research strategies are helpful in answering research questions and eliminating
thoughts of individuals. Strategy needs to be selected on the bases of aim and objective of
dissertation (Lewis, 2015). Active action is one of the essential strategy in which entire
investigation is being conducted on the bases of four themes: purpose of study, role of
researcher, process and implication beyond immediate investigation. This method involves
theory and take necessary actions through which scholar can get valid results. Ethnography is
kind of strategy that describes research subjects and provide description of each element.
Grounded theory explains that researcher has to begin any research with questions and have to
gather qualitative information. Investigator has to choose existing theoretical framework that can
aid in generating valid results (Ledford and Gast, 2018).

Research philosophies
Research philosophy can be defined as tool that assist scholar in gathering in-depth
information about topic and finding actual information related to subject matter. There are
various research philosophies that are used in different types of research projects such as
interpretivism, positivism, realism etc. Positivism is the type of method that explains that
researcher has to describe topic from objective view point (di Ruffano and et.al., 2017).
Observations helps in gaining in-sight detail related to subject matter and finding clear detail.
Scholar has to frame hypothesis and have to test these hypothesis. This aids in quantifiable
observations. Such details cannot be manipulated by researcher. Interpretivism is another type
method that concentrates on involving theories in order to find out answers of research
questions. In this technique scholar involves human being in order to gather real and current
facts related to subject matter (Daniel, 2017).
Realism is another type of philosophy that is related with scientific enquiry. This
technique concentrates more on disclosure of truth and prevalent independently human being.
Direct and critical are two main types of realism techniques. Direct realism approach clearly
states that individual has experience things by senses whereas critical method explains that
experience can be received by real world (Ale Ebrahim, 2016).
In the present study on effectiveness of song in teaching past tenses to ESL learner’s
scholar has applied interpretivism method. This tool has been proven very effective in order to
find out actual significance of songs in teaching. Use of theories and models have supported
scholar in generating valid results and answering research questions. It has supported in
interpreting responses and getting actual results.
Data collection
Researcher is required to gather in-depth information about topic so that individual can
give answers of research questions. Data collection aids in reaching towards destination and
finding out actual situation (Miah and Genemo, 2016). Primary and secondary are two major
sources of data collection. Both these tools are used in different types of investigation.
Researcher has to select appropriate tool that can help in developing insight understanding about
subject matter.
Primary data collection is the type of technique that helps scholar in gathering first hand
information. This is considered as real time data and individual has to involve other human

being in the investigation. This is cost effective tool and supports in gathering data as per the
need of study (Valerio and et.al, 2016). Such kind of details is more accurate and helps in
increasing reliability of results. Interview, questionnaire, survey, observations are major tools of
primary data collection. On other hand secondary is another kind of data collection method in
which researcher uses already available information. Such information is collected by other and
researcher applies these details as per the suitability of current topic. Such secondary tools are
quick and easy to gather. These are economically effective methods because scholar does not
have to spend much amount in order to find out detail related to subject matter. Such details can
be gathered in shorter duration (Abdulghani and et.al, 2014). But one of the major drawback of
secondary data collection method is that investigator cannot get specific detail as per the need of
investigation. Government publications, books, journals, internet articles etc. are various
methods through which scholar can gather secondary data. There are many researchers those
who have conducted their investigation ion same topic. Scholar can use their articles in order to
raise understanding about subject matter. This is the best way to gather information quickly and
reach to end result (Daniel, 2018).
In the present dissertation on effectiveness of songs for teaching past tenses to ESL
learners, researcher has taken support of both these techniques. Questionnaires are the techniques
that help in finding out actual situation and real opinion about topic. By using this tool
researcher has becomes able to find out actual issues faced by ESL learners in schools and how
songs can support them in increasing their knowledge about tenses (di Ruffano and et.al., 2017).
This is the best way to answer research questions. Furthermore, individual has also used
secondary data collection tools and have involved books and journals of other scholars. This has
helped in developing in-depth understanding about topic and reaching to end results.
Researcher has used pre- post test in order to gather data about actual proficiency level of
learners. Classroom observation has been done and self reflection has done after completion of
this session. Furthermore, semi structured interview has been conducted in order to gather in-
depth information about effects of song to teach past tenses to learners.
Pre-test and post- test
Pre-test and post test has been carrying out by scholar, by applying this test scholar has
become able to understand effectiveness of songs in order to raise understanding of learners
about English grammar. All the questions were related with songs and their uses.

Classroom observation
Scholar has also applied observation technique in order to gather in-depth information
about topic. This classroom observation has been done during the teaching. By these way actual
experiences of individual has been revealed.
Interview
Scholar has also applied interview technique in order to answer the research questions.
Interview has been conducted with teachers and students both in order to identify their
perception regarding use of songs.
Population and sampling
It is essential for the researcher to select accurate participants those who can give actual
detail related to subject matter. Population is the set of people those who are related with the
subject matter or on which entire investigation are being conducted. Population are the people
those who have defined characteristics and are able to give insight detail about subject matter.
Sampling is the type of tool of selecting appropriate people those who are able to give actual
detail related to topic (Daniel, 2017).
There are two main types of sampling techniques:
 Probability
 Non probability.
Both these are used in different dissertations as per the nature of investigation.
Probability method of sampling clearly describe that each person has equal chance of being
selected. Simple random sampling is the tool in which researcher has to select participants
randomly. This helps in minimising biasness and help in finding out actual detail related to topic.
Stratified is another kind of sampling techniques in which scholar has to divide population in sub
groups on the bases of their nature and characteristics. Each strata are being involved in
investigation in order to gather information related to subject matter. Cluster sampling is the tool
that divides people on the bases of their geographic location. On the other hand non- probability
is another type of sampling approach that describes that each individual does not have equal
chance to be participated in the research. Convenience sampling is most commonly used non
probability technique (Miah and Genemo, 2016). In this approach scholar has to involve such
participants those who are convenient and easily available. Whereas purposive sampling is
another kind of sampling process that involves individuals in study for specific purpose.

Researcher has to select such human being those who can help in meeting the objective and are
best suitable for the present investigation (Valerio and et.al, 2016).
In the present dissertation on effectiveness of songs in teaching past tenses to ESL
learners, scholar has applied purposive sampling methods. This is most suitable tool because by
this way individual can get answers easily and can avoid biasness. Use of this sampling method
has helped in selecting such individuals those who can give actual answers related to their level
of proficiency in grammar. Children those who have obtained grade D and E in English have
been selected for the study. This is the way that can aid scholar in determining actual issues
faced by ESL learners in schools and opinion of teachers regarding teaching such other cultural
people in the educational institutes. In this study, scholar has selected 20 pupils from
Senthamilclass.11 boys and 9 girls have been involved who have lower proficiency (Daniel,
2018). Respondents have been selected on the bases of their marks and grade in each subject in
school. All these things has supported scholar in answering research questions an drawing a
valid conclusion. Furthermore, interview with teachers have been used and in this scholar has
involved 7 teachers to share their perception about effectiveness of use of songs.
Data analysis
Data analysis is the most important part of dissertation. it helps scholar in evaluating data
and generating valid results. There are various techniques of analysis data; scholar has to select
the appropriate tools as per the nature of investigation. In qualitative type of researches,
investigator selects thematic analysis tool. This is the type of technique that supports scholar in
preparing themes and interpreting data (Daniel, 2017). That is the easiest way because through
graphs and charts individual can present information in efficient manner. On the other hand,
secondary analysis is another kind of tool that uses secondary data and by considering these
secondary information data are being analysed. In addition, statistical analysis tools are other
kinds of analysis technique in which scholar has to perform calculations. This is generally
applies in quantitative types of investigation (di Ruffano and et.al., 2017).
In the present dissertation scholar has taken support of thematic analysis techniques.
Individual has prepared themes related to effectiveness of songs in order to teach students past
tenses. By preparing these themes individual has prepared graphs and have interpreted opinion
of participants. This has helped the scholar in reaching to end results and answering research
questions appropriately (Miah and Genemo, 2016).

Validity and reliability
Reliability can be defined as consistency of results. It is most essential part of dissertation
that allows researcher in involving accurate data and reaching to end results. If the scholar is
able to find out same answer again by using different research tools that mean data are reliable.
It is very important to maintain high level of reliability in dissertation (Valerio and et.al, 2016).
On the other hand, validity can be described as to the extent scholar has followed scientific
research methods in order to generate valid results. Individual has gathered data from reliable
sources and have concentrated on validity aspects. If the same data are being used in different
condition then individual will be able to generate same results in future as well ( Abdulghani and
et.al, 2014).
Ethical consideration
It is responsibility of researcher that to follow ethical aspects and complete entire
investigation within ethical boundaries. Many professionals’ agencies have made some ethical
codes in order to prepare dissertation in ethical manner. Investigator has maintained authenticity
and has avoided errors (Daniel, 2018). There is no detail that has been manipulated by scholar.
Values and collaborative working have been promoted by scholar. Individual has involved each
participants and have clarified aim and objective of this investigation. This has supported in
completing this study in effective manner. Individual has taken care of taking prior permission
from all respondents. Researcher has sent them ethical form and has requested to sign this form
after reading all terms and condition. Individual has not forced any person to participate in this
research. All answers have signed this ethical form and sent back to scholar, after getting their
approval individual has involved them in this dissertation (di Ruffano and et.al., 2017).
Individual has taken care of privacy and accountability. All the collected data have been
stored in password protected computer and its password has not been shared with third party.
All the details have been gathered from authentic sites and individual has not accessed any site
which was unauthorised. Plagiarisms the serious issue, scholar has taken care of this element and
has not copied any material from any site. Researcher has read material and have write it in own
words thus, there is no plagiarism (Daniel, 2017). There is no any kind of misleading
information. Highest level of objectivity has been maintained in this research thus, reliability and
validity of the thesis is very high.

Chapter summary
From the above chapter, it can be concluded that use of interpretivism philosophy has
supported scholar in conducting investigation in simpler manner and involving theories related
to topic. Use of primary data collection sources have helped in gathering in-depth detail related
to effectiveness of songs in order to teach tenses to ESL learners. By applying all these tools and
techniques researcher has become able to develop understanding related to subject matter and
answering research questions.

CHAPTER 4: DATA ANALYSIS AND DISCUSSION
Introduction
This chapter will clearly analyse all the collected information from students and teachers
in order to find out actual effectiveness of songs to teach past tense to weak ESL students. Pre &
post test, Observation, semi structure techniques will be sued in order to find out actual answers.
Data Analysis
Research analysis of research question 1: effectiveness of using songs to teach past tense to
weak ESL learners.
Pre-test and Post test
In order to conduct pre-test and post-test, scholar has conducted descriptive statistics
technique. From the actual results, it is revealed that there is huge difference in mean score of
weak learners after involving songs in teaching techniques.
Table 1: Pre & post test descriptive analysis
Tests The experimental
group
The control
group
Mean Standard
derivation
Mean Standard
derivation
Pre-test 14.6 11.04 13.45 12.70
Post-test 35.7 7.77 34.7 7.58
Interpretation: From the above results, it can be interpreted that experimental group mean in
pre-test is 14.6 and in control group mean value of score is 13.45. Posttest mean value for
experimental group is 35.7 and for control group it is 34.7. Therefore, findings show that songs
can improve performance of kids in schools. It can be interpreted that lessons that are taught by
teachers through songs impact on post test score of students significantly.
Frequencies
Table 2: Frequencies
Statistics

Score before use of songs in
control group
Score before use of use in
experimental group
N Valid 9 9
Missing 11 11
Mean 1.0000 2.0000
Median 1.0000 2.0000
Mode 1.00 2.00
Std. Deviation .00000 .00000
Variance .000 .000
Range .00 .00
Minimum 1.00 2.00
Maximum 1.00 2.00
Interpretation: from the above table it is identified that mean value of control group in pre-test
is 1.00 whereas mean value of experimental group is 2.00 in pre-test. It can be interpreted that
experimental group members have little bit good knowledge about verbs and sentences
formation by using correct English tenses.
Frequency Table
Score before use of songs in control group
Frequency Percent Valid Percent Cumulative
Percent
Valid below 45 9 45.0 100.0 100.0
Missing System 11 55.0
Total 20 100.0
Interpretation: the above table shows that 45% kids in control group those who have received
below 45 marks.
Score before use of use in experimental group
Frequency Percent Valid Percent Cumulative
Percent
Valid above 60 9 45.0 100.0 100.0
Missing System 11 55.0
Total 20 100.0

Interpretation: Above table reflects that there are 45% people those who have received
above60 marks in experiemneal group.
Post test
Frequencies
Statistics
Post-test in control group Post-test in experimental
group
N Valid 9 9
Missing 11 11
Mean 1.1111 1.3333
Median 1.0000 1.0000
Mode 1.00 1.00
Std. Deviation .33333 .50000
Variance .111 .250
Range 1.00 1.00
Minimum 1.00 1.00
Maximum 2.00 2.00
Interpretation: Above table reflects that mean value of score in post-test in control group is
1.11 and in experimental group, it is 1.33. Standard deviation in control group is .33 and in
experimental group, it is .50.
Frequency table
Post-test in control group
Frequency Percent Valid Percent Cumulative
Percent
Valid
below 45 8 40.0 88.9 88.9
above 45 1 5.0 11.1 100.0
Total 9 45.0 100.0
Missing System 11 55.0
Total 20 100.0
Interpretation: It can be interpreted that 40% people in control group those who have received
below 45 marks whereas 5 % students have received above 45 scores.
Post-test in experimental group

Frequency Percent Valid Percent Cumulative
Percent
Valid
below 45 6 30.0 66.7 66.7
above 45 3 15.0 33.3 100.0
Total 9 45.0 100.0
Missing System 11 55.0
Total 20 100.0
Interpretation: From the table it is found that 30% students in post- test has received below 45
marks and 15% have got above 45 marks in experimental group
Interview (students)
Interpretation: from the above graph, it is found that 8 learners have liked the English
grammar. They have replied that initially they were very afraid with use of English and that is
why they were not communicating in class with their peer group but as teachers have made them
familiar by using songs then they started liking it a lot. On other hand 2 out of 20 answerers have
replied that they do not like learning English Grammar. From the above study, it is found that
unfamiliarly with any kind of language creates issues for the students but if teachers apply right
technique to teach them then it may help in making them positive towards the language. For
ESL learners, use of English was completed but as teachers have guided them well thus, they
have become positive towards the second language as well.

Interpretation: From the above graph, it is identified that there are 6 respondents those who it
difficult to understand the meaning of many sentences. In such condition they feel
uncomfortable in classroom. On other hand 4 out of 20 answers have replied that English is easy
to use. It is not that much difficult to understand. From the above results it can be interpreted
that English grammar is not easy for the L2 or weak ESL learners. Initially they feel
uncomfortable with this language thus, unable to use grammar properly to frame a clear
sentences. Many times it creates issue for them to communicate with other kids and teachers as
well. Teachers are required to understand that ESL students are weak thus, they have to pay
extra attention on them so that they feel easy to use this other language. This will make them
comfortable towards this English and they will find it easy to use.

Interpretation: From the above graph it is found that 8learners have replied that they like to
listen music. Music makes them feel happy, they dance on it and it is fun activity for them.
Musical things increase their concentration and they start learning many things through songs.
Hip-hp, popup songs have strong beats that love by them. On other hand 2 out of 20 interviewee
has replied that no they do not like listening music because use of songs disturbs them. They like
to study with concentration and such kind of songs destroys their concentration level to great
extent. From the above results, it can be interpreted that music is the best way to increase
enthusiasm among small kids. Children like music and its beat a Lot. If they listen such songs
then they start feeling happy and start dancing. This increases their confidence level and makes
them comfortable towards teaching environment.

Interpretation: From the above graph, it is identified that there are 6 respondents who have
replied that they agree with the point that use of song is great idea to teach English grammar.
They have point of view that songs make them happy; they have learnt many things by enjoying
it. When teachers play the song, they start dancing on it and this was the fun activity that has
raised their grammar as well. Initially because of unfamiliarity with the language has created
problem for them but use of songs have made them comfortable. On other hand 1 out of 20
answers have replied that they disagree with this point that use of song is good idea. They have
said that they do not enjoy listening English song because they are unable to understand such
kind of language. From the above results, it can be interpreted that maximum learners have
reviewed that use of song in studies really appealing. They like the use of song in classroom.
This teaching is comfortable for them and they always feel happy in classroom. This develops
their understanding about tenses and they use grammar properly to form a clear sentence.
Have you participated in English lessons with use of songs

Interpretation: from the above graphs it is identified that there are 4 interviewee those who
have replied that they have participated in English lessons with use of songs. They explained that
initially they were facing problems in applying English in daily communication but when use
songs then they start loving using it. This has increased their participation in English lessons and
has improved their learning as well. Whereas 7 answerers have replied that they use songs to
participate in grammar classes but they do not very often use it. It is really uncomfortable to
understand the meaning of such songs. This increases their knowledge thus, they sometimes
participate in English lessons with use of songs. From the above graph it can be interpreted that
use of songs has supported kids in increasing their participation in classes and they take interest
in teaching, otherwise they feel boarded and alone in class.

Interpretation: From the above results it is identified that there are 6 interviewee those who
have viewed that they have developed their grammar. They have replied that by using songs they
have become very comfortable in using the English language and they liked this new language
because it is such a fun activity for them. On other hand 1 out of 15 answerers have said that
there is no improvement within them because still they are not comfortable with second
language. They cannot communicate with other kids. Whereas 3 out of 20 interviewee have
replied that this teaching method has helped them in developing their grammar. Earlier to that
they were unable to frame a clear sentence but use of songs and music in teaching classes are
helpful. By this way they are not able to teacher’s questions easily. Whenever now teacher asks
any question then they feel excited to give clear answer on it. From the above results it can be
interpreted that songs always help in boosting understanding of ESL students and aid in
developing their knowledge regarding use of past tenses. By this way, they give correct answers
in classes that assist them in getting high marks. Use of songs encourage them and creates fun
activity for them. This is helpful in learning grammar and answering each question. After
applying these practices many of the L2 learners have improved their marks and now they have
received grade A & B.
Do you wish that teachers use songs in teaching grammar, give reason?

Interpretation: From the above graph it is found that 6 interviewee have replied that yes I wish
that teachers use songs in teaching grammar. This is fun activity and they like it very much. By
using songs in learning process students have become comfortable in classroom and they were
enjoying this activity. On other hand 2 interviewees have replied that songs are easy to
understand thus, teachers should defiantly use this during teaching grammar. Lyrics of such
songs are easy and we can relate it with our daily lives. This helps us in understanding the actual
meaning of sentences and using correct tenses into it. Whereas answerers have replied that
teachers have to use songs in teaching grammar in classroom because that makes us comfortable
towards use of English. Thus, use of English many times creates confusion in our mind. But by
using songs we become familiar with it and easily use it in our daily lives. 1 participants has
answered that no I don’t wish that teachers use songs in teaching grammar because I don’t like
songs. One of the main reasons that we do not like it is that we don’t understand it thus, we are
unable to react on it. From the above results it can be interpreted that music is the fun activity
and its makes the learners happy. They enjoy in classroom and become familiar with this second
language. Use of songs help them in getting knowledge of tenses very easily and apply in daily
life. Thus, use of songs is the significant idea for the weak ESL students in order to improve
their marks and performance in schools.

Interpretation: From the above graph it is found that 8 interviewee have replied that yes they
listen songs at home. On other hand 2 answerers have said that no they do not listen music at
home. From the above results it can be interpreted that kids like to hear music at their home,
they enjoy song and perform dance on it. When teachers play music in classroom then it creates
fun, by this way they feel happy and enthusiasm. This is the way that supports ESL students in
understanding the meaning and framing correct sentences. Such kind of activity is always creates
healthy environment. Kids like fun and enjoyment. Whenever they play songs they start jumping
on it. Parents also play music to make their kids active so that they react on it. This helps them in
developing their cognitive skills and understanding as well.

Interpretation: From the above graph it is identified that 4 interviewee have viewed that they
listen rock music the most at home. Whereas 1 answerers have said that they like to listen
popup songs. From the above results it can be interpreted that pop, rock and hip-hop songs are
liked by kids. Such music are very fast and they create party mood. Kids like to enjoy on such
kind of songs thus, they always prefer to dance of these songs. Many L2 learners are unable to
use English, when they take admission in school then they find it difficult to understand the
meaning. After certain time period they start feeling alone because of unfamiliarity with the
language. But most of the kids like listening music thus, it is the great way to teach them
grammar by using songs.
Interpretation: Above results show that 7 interviewee have viewed that English grammar class
by using songs have improved their marks., On other hand 3 learners have replied that no it has
not helped them in raising their class performance. From the above study it can be interpreted
that use of songs in teaching practices is always helpful in increasing understanding of students.
This creates fun in classroom and people pay attention on the lyrics. This helps them in
understanding the meaning of using particular tenses in sentences. This has improved marks of
many students and now they are not considered as weak learners. Earlier to that they have got
grade D & E but after use of songs students has improved their class performance and now they
have received grade A & B.

Interpretation: From the above graph it is identified that 8 interviewees have viewed that they
have felt relax by using songs during the learning process. Whereas 2 has replied that no songs
have not made them relax. From the above results it can be interpreted that when L2 learners
have to learn English grammar then they feel so frustrated because it is not their first language.
In such condition they fail to understand many words. This creates irritation and they don’t pay
attention on their learning in classroom. But use of songs creates light environment and it is like
a fun activity. When teachers play song or sing a song in front of kids then they listen lyrics and
enjoy it. This enjoyment makes them relax and comfortable towards the English language. By
this way they become able to use such new language in daily life easily.
Interview (semi structured questions) with teachers
Analysis of research question 2: What are the teachers’ perceptions regarding the songs
used to teach past tense in the ESL classroom?
Analysis is related with the perception of teachers and students regarding use of songs. In
order to analyses the question researcher has conducted semi structure interview with teachers.
Does the idea of using songs has improved marks of ESL learners
`Interpretation: In order to identify the effectiveness of idea of using song, scholar has asked
teachers that whether it has improved marks of ESL learners or not. Interviewee A, B have
replied that yes, after using songs marks of many students have been improved. Earlier, these
kids were unable to understand the language because it is second language for them. They have

revealed that after making use of songs in the classroom ESL learners have attended more
classes of English language learning and also it has reduced absent-ism.
Interviewee tells scholars that earlier when traditional method of teaching was used, kids
resists from learning the use of past tense but after using songs they have improvised in their
learning. Also, it has created a new bond between teachers and students. Teachers revealed that
bringing songs in the classroom has assisted them in better identifying the problems faced by
children in the use of past tenses while framing sentences. By learning through songs tutors were
efficient in solving the issues faced by children. Songs has helped teachers in acknowledging the
emotional aspects of children that they go through while learning something new.
Interviewee D and E also explains that how songs have made kids more productive and
effective in using the facts related to past tenses. Also, they tell about how using music and song
in the classroom made the environment more peaceful. The classroom sessions were enjoyed by
the learners or the kids. Teachers also highlights that after using song in the learning, students
started taking more interest in the classroom. Children start to learn more about the principles
relating to the use of past tense. Interviewee F and G tells scholars that the traditional method
lays more impact on the English language learning of the students. They also discuss to scholars
that music diverted the mind of students or learners. By this the learning process of students
became slow and also instead of learning they tend to enjoy more. Teachers also told scholars
that playing song while teaching disturbs the whole classroom and it reduces the efficiency of
students to learn new facts about English language.
Interviewee A, B, C also reveals to scholars that the communication abilities of ESL
learners has also been improvised. Songs supported them in expressing more about their
feelings, emotions and the problems faced by them in learning new tactics related to the use of
English language. Also, teachers said to scholars it improvises their vocabulary. After this they
were able to learn more new English words and used them in while framing their sentences.
Songs also encouraged ESL learners to use the past tense while speaking or giving any speech.
Interviewee D, E said that it also supported students in building their friendship and enhance
their ability of speaking in front of every one. Songs made them fluent in writing and speaking
English language. It makes them better in using past tenses.
To what extent idea of using songs in teaching process have motivated learners?

Interpretation: In order to know about if music has actually improved the use of English
language scholars has asked certain questions to teachers about the same. Interviewee A,B,C has
told scholars about that using playing songs while teaching in classroom has motivated and
encouraged ESL learners in performing better. Teachers revealed to scholars that after learning
through music students were better at expressing their views, opinions relating to the facts of
English language. They have also told that this has motivated learners to learn more about the
use of past tense. Tutors revealed that music has developed the congenital thinking of the
students. Also, while playing songs in the classroom it has allowed children to attend the lectures
regularly. Songs has created a keen interest in the mind of students or kids to learn more and
explore wider areas of English language.
Interviewee D, E discusses with scholars that using music and song has not motivated
students to perform better. Instead, it has developed a casual attitude in their mind relating to
studies. Teachers discusses that playing song in the background has made the learning process of
students slow. They are being diverted from studies and only like to play. Tutors also said that
the playing songs while teaching disturbs the whole class. It makes learners ineffective and also
they are not being able to learn properly about the facts or principles relating to the use of past
tense. Also, teachers tell that after playing music in classroom it becomes quiet difficult for them
to handle kids or children.
Interviewee F and G reveals to scholars or researchers that teaching the facts and
principles of grammar to ESL learners through music brings a positivism in the classroom. It
develops a very comfortable environment which motivates children to learn more about the use
of English language. Interviewees discuss that through music students were able to learn more.
They tell to scholars that while reading text books learners were not able to learn properly about
the facts related to use of past tense. But, with music it was better for them to understand and
utilize in their day to day practice. Tutors told that they were able to interact more with children
with the help of music. Also, students were paying more focus on studies while learning through
song. It develops a friendly relationship between them and teachers. It motivates students to
learn more with positive energy.
Interviewee A, B, C also expresses to scholars that when music is mixed with education
than it creates a “ Mozar Effect” in the brain of learners which boosts their energy and supports
them in performing well in mental tasks such as memorizing rules related to past tenses. They

reveal to scholars that after playing songs in classroom students were able to recognize more
about the facts related to the rules of past tense. Also, teachers reveals that learners or kids were
more able to retain the principles related to English language. Also, it improvises their
efficiency.
Do you think now kids are able to use English language easily
Interpretation: In order to know about if students are easily able to use English language
scholars asked some questions to teachers about the same. Interviewee A,B, C reveals to
researchers that the use of songs in the classroom has make children efficient in using English
language. Utilizing music in the teaching process has supported students or learners in becoming
efficient in English language. It has motivated students to perform better and also improved their
memory. By this they were able to retain more of the facts related to the use of past tense.
Interviewee D and E tells scholars that using music in song was not that efficient than
others think. They reveal that making students learn through texbooks were more effective as it
allows them to increase their focus power. Also teachers told researchers that by playing music
students were not taking use of past tense seriously. They were more involved in enjoying rather
studying. Interviewee F,G have replied that yes to great extent kids have improved their
language. Now they are able to use English easily and can frame sentences significantly. Before
this session they were feeling very dishearten and under confident but when song were played
and songs were involved in teaching process they were feeling very happy. They started
repeating sentences after teacher. They sing song, this has raised their understanding and they
get to know meaning of each vocabulary. By this way they apply these practices at home as well.
From the above results it can be interpreted that use of songs has supported kids in
learning this new language. Now they are able to use it easily. This has helped them in
answering questions and correctly frame sentences. Thus, marks of these candidates have been
improved to great extent.
What are the students’ perceptions regarding the songs used to teach past tense in the ESL
classroom?
Interpretation: When scholar has raised question about student perception regarding use of
song then Interviewee A,B, C, D, E have replied that students are very happy with this teaching
method, they are enjoying in class room. Earlier to that they were unable to interact with each
other but use of sings has enhanced their interaction and confidence. This has supported in

getting good marks in exams. On other hand F, G interviewee has replied that students are
positive but still they are confused in using grammar in order to frame correct sentences. From
the above results it can be interpreted that students have clear opinion about songs that they
enjoy a lot and learn vocabulary in class rooms. They get to know about new words and their
meaning through songs. When teachers play song in classroom then kids learn many things,
after going to their home then they individual play songs and dance on it . By this way they
remember many words and apply it into their daily lives. Pop and disco music are liked by them
because these are dancing, jumping music that increase their energy as well. Teachers have to
involve correct song that could be like by children, selection of wrong song can create non sense
in the classroom. Songs provide ESL students motivation and create fun environment in
classroom. By this way kids feel happy and learn many things. Earlier to this when teachers were
not using songs in teaching process then learners were feeling very dishearten because they were
unfamiliar with the second language. Songs have made them comfortable and has encouraged
them to do well. By this way they start remembering the lyrics of songs and have started using it
into their sentences. Such ESL learners were very weak by now they are able to use English
language properly. They can frame sentences easily.
Hip hop, pop music has increased cultural awareness of the children, they get to know
about new culture and get adapted into it. This has made them able to use such English language
in their daily life as well. After certain period of time they become able to answers questions and
framing correct sentences by using English grammar. They are positive towards this teaching
method and always force to their teachers to play new songs. Teachers also play different songs
and give them opportunity to learn new things daily. When such kids have enrolled in exams
then they were able to understand the language and have give correct answers. This has raised
their marks and grade as well. This is the effective strategy that can help ESL students in gaining
good marks and improving their performance. Music always play significant role in the life of
learners, when they enrolled in school then environment creates pressure on it. In such
atmosphere they feel under confident and feel unable to give answers of the questions. That is
why they were getting less marks in exams but involving songs into teaching process has
supported these students in getting familiar with new language. This is the easiest way to learn
new things and understand the meaning. This is the way that has made these kids uncomfortable

towards the English language and has raised their performance in school as well. Now they listen
music at home as well and make conversation with their friends in English.
Observation
Researchers have taken support of observation technique in order to find out actual
experience of kids after applying songs into the teaching process.
The classroom was decorated well and it was full of bright color. Researcher has
organized tables in semi circle. The main objective of this arrangement is that kids can face
smart board easily and can look upon each other effectively. When teachers have entered into the
class then newly enrolled kids were very disappointed because they were unable to coordinate
with other swell. As English was not the first language for them thus, they were very
uncomfortable with this new language. Whenever teacher’s teaches them then they fail to
understand it. That is the reason that they have received fewer marks and have got grade D & E.
At that time kids were not really taking interest in classroom activities and were not looking at
smart board. This practice has been applied in class A where 3 year old students were teaching
English grammar. From the observation it is identified that kids have no interest and are unable
to use or apply this English language easily in their daily life. That is why they have received
less marks.
Class B was another class in which scholar has applied songs to teach the students.
Individual has played one hip hop song and have asked to kids to sit on round tables. This
activity was really funny because why song gets stop then they had to stop and have to shout.
People were enjoying this activity and were become familiar with the song. They understood the
meaning of lyrics that was in English language. This activity was to make them familiar and
increasing their interaction with other students. It has been observed that kids like this activity
and this has raised their communication as well. After this activity they started singing song by
own. They understood meaning and why some grammar has been used in these lyrics.
Another activity was done by researcher that kids had to repeat vocabularies using real
propos. Initially children were asked to repeat after teacher in the class. This activity has raised
understanding of kids and they have become comfortable towards the English language. They
were very happy after attending the class and have started listening English songs at their home
as well. The kids have enjoyed dancing on such kind of hip-hop and pop songs. They sang songs

with other children and willingly using this new language in classroom. When teachers say them
to stand in circle then they feel so existed because they found it a fun activity.
Another activity that was played in classroom that teachers have asked questions of
tenses by playing a song into classroom. One song was played and it gets stopped at particular
moment and kids were supposed to give correct answer. Furthermore, teachers have asked them
to perform actions on song. When teacher has played song then kids have remembered action
and have started acting on it without looking at video. This has created enthusiasm at the
classroom and instructor has become successful to teach English tenses to students. From the
above activity it has been observed that children listen to music carefully and identify the
particular words and grammar that are used in this song. Teacher has played one song and after
certain period kids started singing the same song.
During the observation session, researcher has involved rap music to teach pronouns to
weak learners. Individual has asked to kids to repeat three times. This was the fun activity and
they have memorized the all three pronouns. When video has been played that was full of
animated words then kids start loving this activity and they started reacting on these words. This
video song has supported scholar in grabbing attention of all learners. Once students have
become familiar with the song then teachers have asked them to perform on it. Then researcher
has stopped music and has asked kids to rap this song, it was the guided practice. It has been
observed that songs are helpful in gaining attention of people and making them comfortable for
second language.
It has been found that using rap, pop music in classroom increase interest of students.
When same activity is being done several times then kids learn mini lessons of English grammar
and past tenses. By this way, they become able to identify pronoun errors and started making
correction. Once kids have become familiar with this language then teachers have performed
activity in which they have asked students to listen lyrics carefully and answer the following
questions. They have been asked to highlight the words that are in past tenses. By implementing
this activity people have started taking interest in it and they have given correct answers of these
questions.
Discussion
There are many small kids those who have high interest in music, kids like to dance in
hip- hop, pop music. Whenever songs play then they start performing on it. Music works as

connector between two different cultural people. By listening music, carefully individual can
develop their understanding and can become familiar with the new language or culture. Through
songs teachers can teach vocabulary to the ESL learners and can contribute well in getting high
marks in exams. Pop, disco music are the most commonly chosen songs on which kids enjoy a
lot.
Summary
From the above study it can be concluded that pre-test and post- test results reveal that
songs are effective for teaching English past tenses to the kids. Students those who are weak and
have no knowledge about English language they feel uncomfortable in classroom. By using
song in classes, teachers can increase their interest and can enhance their understanding for this
second language and grammar. Interview and observation techniques were helpful in generating
valid results and determining effectiveness of song in teaching past tenses to ESL students.
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
Conclusion
The main purpose of conducting entire investigation was to identify effectiveness of
sings to teach past tenses to ESL learners. In order to complete this dissertation pre and post test
was performed by involving 11 boys and 9 girls in the investigation. Furthermore, interview is
conducted with teachers and students in order to determine the uses of songs to raise awareness
of students for other culture. Only 10 experimental group students were invited for interview.
Grammar plays significant role in developing communication among individuals, if the person
has good knowledge of grammar then person can make clear sentences and can convey their
message to others significantly. Those who belong from other culture, when they attend classes
that are opposed to their mother language then students with low proficiency feel confident
under many learners. In such condition, music can raise their confidence and make them able to
interact with others properly. Small kids remember lyrics of songs faster than words. This stores
in their memory quickly. Once kids become familiar with the language then they can remember
tenses easily for longer duration and can apply it in their daily life as well.
Teachers make use of more traditional methods such as workbooks to teach students past
tenses but when English is the second language for person, then it becomes difficult for them to
understand actual grammar of new idiom. Applying traditional methods for ESL weak students
decreases confident of these kids .they feel uncomfortable in classroom that ultimately affect

their overall results. If they are unable to understand the language then they will not be able to
learn new things. By this way such kids do not give correct answers in exams that result getting
D&C grade in final exams. Lyrics of songs are stored in the minds of individuals and teenagers
can relate it with grammar. Metaphorical expression supports children in making a clear
difference in between first and second languages.
Music has profound impact on human brain. It increases an individuals' ability to learn
and grow. Not only, singing supports in improving learning abilities but it also rises focus of
learners which help them in learning new ways of framing sentences by properly using past
tenses. Learning through music also supports students in strengthening their brains ability, which
supports them in raising their confidence by speaking with other individuals. Songs supports in
grabbing and holding the attention of teenagers and children.
Singing assists ESL students those who are unfamiliar with the English language in
remembering words like for example hearing a new rule of past tense in songs can help them in
better recognising and using it. This improves their confidence level while speaking with other
peers. It refreshes teenagers and brings a new enthusiasm in them. Teachers in classrooms can
make use of many manual instruments to make students learn about the basics of grammars.
Teachers use workbook or textbook in order to make kids understand the use of past tense but
this can become quiet monotonous for them and may have chances that there doubts are not
being cleared because of this. Rhythm of music supports in developing understanding how the
words are interlinked and how by using correct tenses kids can form a perfect sentence.
Whenever learners listens to song, they get involved in listening to the lyrics of that song
because it is easy to understand meaning of the words and past tense when they are used as lyrics
rather than just reading those words without music. . Learning through songs has helped students
in enhancing their vocabulary as well improved their ability to phrase meaningful sentences by
using English language. Song supports in better understanding pronunciation and accents of
second language, which could be beneficial for children as it, assist in getting high scores in their
literature tests.
Use of songs helps in raising pronunciation of teenagers or young adults. But however
there might occur chance, that using song in classrooms may divert students mind from studies.
lyrics of songs have various phases that can assist teenagers or children in better understanding
the use of grammar. It adds energy in the minds of learners and makes them more enthusiastic

about studies. Also, using music in education brings out the creative abilities of students. Music
encourages group activities in class which will support in building positive attitude of children or
kids towards each other. Learning through songs raises the joy among young adults. Songs
contains lyrics, which develops the intelligence level of students and makes them smarter.
The results have confirmed that by using songs in the teaching practices teachers can
develop understanding of kids and can raise their performance in exams. By this way individual
can give correct answers in exams and can improve their grading as well. This practice is
beneficial in making people positive towards new language and minimising anxiety level of ESL
students. Whenever instructors pay music then kids become familiar and start dancing on it. It
raises their confidence and they learn new things in classroom. By this way they start singing the
same song and understand its meaning as well. This raises their understanding about past tenses
and they become able to frame correct sentences.
Use of songs has helped students in improving their grades and learning past tenses
effectively. Now they can frame correct sentence by using correct tense into it. Perception of
teachers and students are positive towards the use of songs. Kids feel happy and they enjoy in
class when teacher play the music and teachers have viewpoint that by using songs they become
able to enhance understanding of learners about English Grammar. From the interview with
students, it can be concluded that kids initially did not like the English language and they were
unable to use it properly. But after applying musical things in teaching process they start liking
the English grammar. It has become easy for them to implement grammar in their sentence
formation. Now they are finding it very easy and applying it in their daily life most significantly.
Rock, hip hop kinds of music like by the children and this increases their interest towards
study in classroom. Kids have perception that use of songs have made them relax in classroom
and teachers also have perception that by using songs children have improved their grading
significantly. Thus, music is very effective sources in order to teach English grammar and past
tenses to the ESL learners in classroom. It is the point of view of participants that when music is
mixed with education than it creates a “ Mozar Effect” in the brain of learners which boosts their
energy and supports them in performing well in mental tasks such as memorizing rules related to
past tenses. Utilizing music in the teaching process has supported students or learners in
becoming efficient in English language. It has motivated students to perform better and

improved their memory. By this they were able to retain more of the facts related to the use of
past tense.
Very young learners enjoy songs and they apply it in their daily life as well. This practice has
supported in developing musical and linguistic intelligence and making people comfortable for
the new language. By this way, ESL kids can get opportunity to raise their marks and perform
well in exams.
Recommendations
Teachers should give homework to ESL learners that also involve songs. They have to
give them instruction to prepare some performance and learn one vocabulary and tense daily by
applying music in their learning process. This home based exercise will encourage kids to pay
more attention on music and learn new things daily. Taking feedback time to time is another
good way, that would help teachers in identifying issues faced by students so that activity can be
changed accordingly.
Limitations
All the participants those who were involved in this research were belong from one
single group. In such condition it is very difficult to identify whether use of song is good for all
kind of young learners or not. Specific songs related to target language culture were not included
under this investigation. Furthermore, individual has involved any descriptive statistics, there is
not involvement of any kind of numerical calculations that can give correct answers of how
songs are efficient in order to raise understanding of kids and making them able to get good
grade in exams.
Implications of future study
The above research has clearly stated that use of songs always support in making ESL
learners confirmable towards the new language and developing their understanding about past
tenses. In the future, other scholars can also include numerical calculation, SPSS in order to find
out actual effectiveness of songs in teaching process. As in the current study very young learners
were involved, many times such small kids are unable to give clear answers of questions thus, if
in the future teachers are being focused and they are involved as focus group then it would help
researcher in generating more accurate results.

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APPENDIX
Appendix 1: Pre-test & Post- test
How’s the condition of weather?
 It’s sunny
 It’s clod
How are you?
 I am so happy
 I am sad
 I am angry
What have you done on Sunday?
 I went for swimming
 I was at home
 I was climbing
Appendix 2: Interview from students
 Do you like learning English grammar?
 Is English grammar easy?
 Do you like listening music?
 Do you like idea of using songs to teach English grammar?
 Have you participated in English lessons with use of songs?
 Do you think that use of songs have supported in boosting understanding regarding past
tenses?
 Do you wish that teachers use songs in teaching grammar, give reason?
 Do you listen Songs at home?
 What type of music do you listen at home?
 Do you enjoy English grammar classes taken by teachers by using song?
 Did use of songs have improved your marks ?
 Did the song has helped you in getting relax?
Appendix 3: Interview with teachers
 Does the idea of using songs has improved marks of ESL learners
 To what extent idea of using songs in teaching process have motivated learners?
 Do you think now kids are able to use English language easily

 What are the students’ perceptions regarding the songs used to teach past tense in the
ESL classroom?
Appendix 4: Observation
Observation form 1
CLASSROOM OBSERVATION FORM
Date: Day : Time :
Session No: Venue : No. of Participants :
Session Topic : Focus :
STAGES OBJECTIVE OBSERVATION
Activity 1:Playing songs and
engaging kids
The main objective of this
activity was to make students
comfortable towards English
language
It is observed that children
are using English vocabulary
easily and now they started
communicating with other
kids in English language.
Activity 2 To develop understanding
about regulations for
completing any project
Kids have listen words of
teachers carefully
Some children have noted
down instruction in their
notebook
SELF REFLECTION

Researcher has learned many thing, individual has get to know importance of songs to teach
new language to small kids. Furthermore, scholar has developed their understanding about
handling to ESL learners. This has raised my communication and cognitive skill to great
extent.
Observation 2:
STAGES OBJECTIVE OBSERVATION
Activity 1:
To make them able to read
and understand stories
Pupils have concentrated on
teaching of teachers.
They have watched the
presentation attentively
They practically applied it to
remember it
Activity 2 To improve their English
grammar
Kids have asked questions
time to time during teaching
lessons
Some of them were very
active at that time and taking
interest in activity
SELF REFLECTION
I have conducted English grammar session for them, pupils were very active, and they were
participating during lesson by asking question time to time. Some of them were little
uncomfortable but later on they also enjoyed class.
Observation 3:

STAGES OBJECTIVE OBSERVATION
Activity 1:
To understand matching
verbs by looking at digital
image
Kids were looking at picture
carefully and most of them
were aggressively ready to
answer it
Activity 2 To ask them about their
doubts
They asked many questions
Few pupils were initially
hesitated but later on they
also asked question and have
clear their doubts
SELF REFLECTION
It has been experienced that if people are being taught with digital images then they take more
interest. They ask question and feel happy in class.
Observation 4:
STAGES OBJECTIVE OBSERVATION
Activity 1:
To improve their audio-
lingual skill
Kids have taken huge interest
in music and they start
singling the same song
It was fun activity and they
have become comfortable

with English language
Activity 2 To make them aware with
grammar expression
Kids were little confuse but
when digital image and song
has been played then they
start understanding the use of
correct tense at correct place
SELF REFLECTION
It was great experience and I have realised importance of songs in order to make the L2 learners
comfortable in class.
Observation 5:
STAGES OBJECTIVE OBSERVATION
Activity 1 To develop healthy
relationship with pupils
Some children were little
uncomfortable and confuse
Activity 2 To raise their listening skill Kids were paying attention
on talks of teachers
SELF REFLECTION
I realised that I have to pay more attention on children otherwise, they will not be able to feel
comfortable in class. I got to know healthy relationship is helpful in increasing comfort level of
kids
Observation 6:
STAGES OBJECTIVE OBSERVATION
To raise their confidence Pupils were attentive and
they were noting down each

Activity 1: point
Activity 2 To make them able to use
vocabulary comfortably
Kids were enjoying in class,
they were dancing when
music has been played to
make them aware with
vocabulary.
SELF REFLECTION
In extra time kids were looking for another song on which they can dance and can learn
vocabulary.
Observation 7:
STAGES OBJECTIVE OBSERVATION
Activity 1:
To raise communication
competences in all ESL
learners
Musical idea was worthwhile
it has enhances
communication among all
children. they were dancing
together and making fun in
class together

Activity 2 To develop linguistic
competence of children
Pupils were attentive and
they were listening to
teachers carefully
SELF REFLECTION
I believe that if I make them comfortable then this may help them in raising their competencies
and understanding this new language significantly.
Observation 8:
STAGES OBJECTIVE OBSERVATION
Activity 1:
To identify their mistakes
and correct those
Pupils have sang the song
that has been played in last
class. They were very
enthusiastic when they were
singing a song.
Activity 2 To make them comfortable
with English
Pupils were attentive
SELF REFLECTION
I realised that asking questions with kids make them feel involved and that motivate them as
well. They feel involved and actively participate in classroom activity.

Focus group interview transcript
Student transcript
Student 1
What a perfect day
I had played in park with friends
We all went to parks and have played cricket
We went to home in evening
I love my dong, he welcome me
Just a perfect day for me
Student 2
My favourite animal is dog, I have one dog Rocky
He always welcomes me when I reach to home
Rocky come with us when we go on family holiday
He wake up in morning with me
He always takes care of me
I love him a lot
Teacher’s interview transcript
Teacher 1:
Teacher: good morning kids
Pupils: good morning teacher
Teacher: How are you all
Pupils: We are good teacher, how are you
Teacher: did you like the last lesson of vocabulary?
Pupils: Yes teacher, we have practice at home as well
Teacher: Maisarah tell me your experience
Maisarah: I have discussed all these learnt experience with my mom and had practice with her
Teacher: good, its really nice, tell me your experience Mariya
Mariya: I like the last class and I have recorded my voice it was funny
Teacher 2
Teacher: today we will sing poem together and will revise yesterday’s lesson
Pupils: Yes..it would be fun

Teacher: I love my mom
All Pupils: I love dad
Teacher: we are happy family
Pupils: with a great big hug
Teacher: can we repeat it again
Pupils: yes.....yes
Teacher: I love my mom
All Pupils: I love dad
Teacher: we are happy family
Pupils: with a great big hug
Teacher: can we repeat it again
Scoring of pre-test and post- test
Pre test results
pre-test score
for
experimental
group
pre-test score
for control
group
40 40
32 42
18 14
22 24
20 17
26 30
22 28
46 46
20 8
46 20
sum 292 269
mean 14.6 13.45
standard deviation 11.04334893 12.70
Post test score results
post-test
score for
Experimental
group

control
group
68 65
60 66
70 64
75 69
60 71
80 78
68 80
60 81
75 60
78 80
Sum 694 714
Mean 34.7 35.7
stdv 7.589466 7.777460311
Questions for pre-test and post test
Fill in the blank
Yesterday I have attended party at my friend’s home because it......his birthday.
 Was
 Is
 Will
What is the past form of teach?
 Teach
 Taught
 Teaching
Your earlier performance ...........all people.
 Amazed
 Amazing
 Will amaze
I .......up a slope
 Go
 Went
 Gone
Translate the verb into past tense

 Learn on
 Touch
 Lay
Did you ........(Listen) Hip hop song yesterday? Fill the blank with correct verb