A Study of the Elements of Songs that Influence English Vocabulary Learning
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Abstract
This research article aimed to investigate the components of songs that influence English vocabulary learning among students. A quantitative research design was employed. The population consisted of 475 students, and the sample included 40 Grade 10 students from Wisutthikasatree School, selected through purposive sampling. Data were collected using a five-point Likert scale questionnaire, the questionnaire is divided into three sections: Part 1, demographic information; Part 2, song components; and Part 3, satisfaction with English vocabulary learning through songs. Descriptive statistics, including mean, standard deviation, and percentage, were used to analyze the data. The results showed that the majority of participants were male (52.5%) and aged 15 years (70.0%). Overall, the song components were perceived to have a high impact on English vocabulary learning (Mean = 4.24, SD = 0.78), with vocabulary repetition receiving the highest rating (Mean = 4.50, SD = 0.72), followed by song content (Mean = 4.25, SD = 0.67) and rhythm (Mean = 4.23, SD = 0.73). Students also reported high to very high satisfaction with using songs as a supplementary learning tool (Mean = 4.32, SD = 0.80), particularly in reducing boredom and enhancing motivation (Mean = 4.53, SD = 0.75–0.85). In conclusion, songs are an effective medium for promoting English vocabulary acquisition and creating a positive, engaging learning environment. Integrating songs into English language teaching is recommended to enhance students’ vocabulary development and overall learning experience.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารวิชาการสถาบันพัฒนาพระวิทยากร
ข้อความที่ปรากฎอยู่ในบทความที่ได้รับการตีพิมพ์ในวารสาร ถือเป็นความรับผิดชอบของผู้เขียนบทความ และข้อคิดเห็นนั้นไม่ถือว่าเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการวารสารวิชาการสถาบันพัฒนาพระวิทยากร
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