• Somayeh Shahsavari

  Author

• Nastaran Mehrabi

  Author

This study sought to investigate how different types of the pedagogical songs i.e.
Grammar-based or vocabulary-based songs affect the oral fluency of Iranian junior high school
students. To this end, 40 students from a same junior high school in Isfahan were randomly
chosen to serve as the participants of the study, they were then divided into two groups (classes);
One experimental (EG) and one control group (CG). In the EG after teaching each unit of the
book, a related song from the book Song For Third Graders was practiced with the students.
Before starting the research a pre-test was taken and three raters scored the participant‟s oral
fluency. After the treatment phase (three months) the participants subsequently sat for a post-test
and the same raters scored their oral fluency (the pre-test and the post-test scoring was
according to Oral Proficiency Scoring Categories (Brown, 2001)). The statistical results
indicated that a meaningful difference was spotted between the groups; accordingly, it can be
claimed that teaching grammar or vocabulary through songs brought about considerable
improvement in the oral fluency. The result of this study can be beneficial for all the teachers of
schools and institutes.

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