| dc.description.abstract | This thesis explores the integration of music into English as a Second Language education in a Norwegian school context. The research combines a quantitative survey with qualitative focus group interviews through a mixed-methods approach to comprehensively understand students’ experiences and attitudes toward music in English as a Second Language education.
The survey results reveal a strong student preference for more music in the English classroom, with many engaging in English through music, videos, and social media outside of school. Focus group interviews further illuminate music’s significance in students’ daily lives and its potential as an educational tool for teaching language, culture, and history. However, they also highlight challenges, such as varying comfort levels with singing activities and the crucial role of teacher enthusiasm in motivating students.
The study concludes that music is a valuable yet largely untapped resource in language education. When used thoughtfully, music can significantly enhance the learning experience. This underscores the need for educators to create a supportive environment that exploits music’s educational potential. The results indicate a need for more focus on the topic. | |
