Week 10 Reflection

    In Week 10, the introduction of Mr. Tamim, an esteemed guest lecturer from Multimedia University, infused a refreshing wave of innovation into our educational journey. His talk delved into the groundbreaking potential of incorporating music into education, particularly focusing on its role in language learning. Through engaging problem statements and hands-on exercises, we explored the diverse ways in which music could enhance cognitive processes, with a spotlight on the Tune Transformation & Adaptation Method and the Puzzle Speed Run Experiment.

    The instructional segment allowed the winning group of the Puzzle Speed Run Experiment to articulate key insights from the lecture. Students crafted higher-order questions using the question circles approach, delving into the practical applications and relevance of integrating music into English instruction. The interaction extended to the LyricsTraining game, emphasizing the synergy of music with language acquisition. The class dynamic underwent a transformation, showcasing the effectiveness of questions and interactive activities in reinforcing learning objectives.

    On a personal note, as someone who often turns to music for focus and comfort, I found the session exceptionally meaningful. The idea of introducing music into formal education, especially for language acquisition, was a novel concept for me, despite my frequent use of music for emotional support and concentration during study sessions. Mr. Tamim's presentation sparked my enthusiasm to explore this uncharted aspect of learning, shedding light on the potential of music as an instructional tool.

    This newfound interest led me to delve deeper into the background of music education in language classes. I discovered that sporadic attempts to integrate music into language instruction date back to the 1960s, gaining momentum with the advent of Communicative Language Teaching (CLT) and Task-Based Learning (TBL) methodologies. The parallels between language and music, both being essentially auditory phenomena, underscored the feasibility of successful integration. Griffee's (1989) observation about the lack of theoretical viewpoints and empirical research in this area raised concerns about the underutilization of such an effective teaching tool.

    The exploration of the marriage between music and learning during this week left a profound impact on me. The seamless integration of theory into hands-on activities showcased the multifaceted uses of music as a teaching medium. Mr. Tamim's research findings resonated with the insights from the Puzzle Speed Run Experiment, clearly illustrating the positive impact of background music on task completion. The interactive exercises and live demonstrations provided a level of engagement often absent in traditional lectures, reinforcing the idea that learning can transcend conventional boundaries, offering students a holistic and joyous educational experience.

References

• Griffee, D. (1989). The Use of Songs in Teaching Foreign Languages. System, 17(2), 221-227.