Effect of Songs and Stories on Elementary Male and Female EFL Learners’ Vocabulary Learning/Retention

This study examined the (possible) impact of songs and stories as incidental ways on elementary (fe)male EFL learners’ vocabulary learning/retention. To this end, ۶۰ elementary (fe)male EFL students, within the age range of ۸-۱۲, in ۲ language institutes in Isfahan province, Iran, were chosen. They were assigned to ۴ groups: ۲ song groups, each with ۱۵ (fe)male participants; and ۲ story groups, each with ۱۵ (fe)male participants. All learners were at the same proficiency level, determined by the Oxford Quick Placement Test (OQPT). To collect the data, vocabulary tests with ۲۰ items (fill-in-the-blanks, multiple-choice, true/false, and matching) were administered as pretest, posttest, and delayed posttest. The data were analyzed using one-way repeated measures ANOVA and two-way ANCOVA. Findings indicated that both songs and stories significantly improved participants’ L۲ vocabulary knowledge, but the song groups outperformed the story groups in both learning and retention. Examination of gender differences showed no significant differences in vocabulary learning between male and female participants. In terms of retention, females in both groups slightly outperformed males, though the differences were not considerable. These findings suggest that incorporating songs and stories into EFL instruction can enrich vocabulary knowledge for young learners.

کلیدواژه ها:

EFL learners ، songs ، stories ، Vocabulary Learning/Retention