Music-based song instruction improves Iranian children's segmental pronunciation (vowels, consonants, diphthongs, triphthongs) more than teacher-read song instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After 25 sessions, the experimental group taught songs with music scored significantly higher than the control group on the pronunciation posttest (t28 = 3.536, p = .001). → Fereshteh Moradi & Mohsen Shahrokhi 2014

Evidence¶

Fereshteh Moradi & Mohsen Shahrokhi 2014¶

Fereshteh Moradi & Mohsen Shahrokhi. (2014). The Effect of Listening to Music on Iranian Children's Segmental and Suprasegmental Pronunciation. English Language Teaching, 7(6). https://doi.org/10.5539/elt.v7n6p128

q2 · i? · causal · r1

Independent-sample t-test comparing posttest pronunciation scores of 15 experimental-group and 15 control-group female learners aged 9-12 at Sadra Institute; the experimental group mean was 7.07 versus 5.73 in the control group, a "statistically significant amount".

"It can clearly be seen in Table 5 that the amount of t-observed (t28= 3.536) is significant at the probability level of p= .001, which denotes a statistically significant amount."

Discussion¶

Related Claims¶

• Music-based song instruction improves Iranian children's intonation more than teacher-read song instruction — related
• Music-based song instruction improves Iranian children's stress pattern recognition more than teacher-read song instruction — related
• Gains were largest in stress and pronunciation, smallest in speech-sound articulation, and about 10% of experimental students showed no progress — related