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MUSIC VIDEOS IN ELL CLASSROOMS 24

Discussion

The objectives of this case study were to investigate the effectiveness of tailored ELL

music videos in teaching grammar and supporting a low-affective-filter learning environment.

Because the music videos were the only form of instruction students received on the chosen

grammar points, the results suggest that both music videos were effective in teaching their

respective grammar points. Of course, it is impossible to account for any self-study or instruction

students may have received in other classes. The results also demonstrate that according to

students, the music videos support a low-affective learning environment. Additionally, the

student reception exit slips suggested that students enjoyed learning grammar through tailored

music videos. Of course, while I insured the students that their responses to the reception exit

slips were anonymous, it is still possible that their answers were positive out of a desire to spare

my feelings, and this must be taken into consideration.

Improvements in Grammar

While pre- and post-assessment exit slips showed only moderate improvement in a testing

context for both participle adjectives and indefinite articles—an 8% and 4% increase in the

average score respect—the improvement seen in pre- and post-writing samples was quite

encouraging. Post writing samples dropped dramatically in both the percentage of participle

adjective errors and missing indefinite articles by 92% and 77% respectively. These are profound

numbers. The drop in the percentage of students who made any mistakes on both post-writing

samples—75% to 12.5% for participle adjectives and 67% to 26% for indefinite articles—also

speaks to the effectiveness of the tailored music videos in teaching both grammar points. Even

for those students who did make mistakes, improvement can be seen as the maximum number of
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errors decreased in both post-writing samples—from 5 to 1 in participle adjective errors and

from 7 to 4 in missing indefinite articles.

Student Reception

If we believe what is written on the student reception exit slips, it stands to reason that the

tailored music videos supported a low-affective-filer learning environment. None of the students

found this method of learning stressful for either music video, and 100% of the students agreed

with the statement that the videos were a “relaxing” way to learn grammar. Additionally, almost

every student reported that they would recommend the video to other learners, and indeed, the

music videos spread throughout the school to both other classes and other faculties quickly after

showing them to my students. Some students even elaborated on this question on their exit slips,

writing additional details. Here are a few student comments:

“Yes, I will recommend to other English learners because it is interesting and easy to

understand.”

“Of course, that’s very useful for every English learner.”

“Absolutely YES! And I’m waiting for the following (the next video).”

“Of course, especially for Thai students who begin to learn about the grammar. Not just

only for the beginner, but also the high-level students who always confused of using this

two participle adjectives.”

“Yes, I will sent this music video to my friend.”

“Yes, I just sent link to my friend yesterday.”

“Yes, I like it and I want to watch next video.”

“You can learn about English in this enjoy music video. It is very helpful.”

“I think this is a funny way to learn English.”

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“It’s very funny and easy to understand.”

“I want to teach make many music videos because music video your teacher is fun.”

These remarks suggest that the music videos supported a low-affective-filter learning

environment, and that students enjoyed learning from them as well. This assertion is also

supported by the number of students who chose to watch the video more than once—18 out of 24

respondents for “How do you Feel?” (participle adjectives) and 13 out of 24 respondents for

“This is a What?” (indefinite articles). Students were given no incentive to watch the music

video outside of class, so it stands to reason that students did so either for additional study or

enjoyment—either case supports the use of these music videos.