Harnessing Music in Second Language Acquisition: A Descriptive Cross-Cultural Study from Iraq, Turkey, Oman, Yemen and Indonesia

Abstract

Aim. The use of music in second language teaching is important due to the many benefits it can bring to the students and the whole educational process. The present study investigates students’ and teachers’ perspectives on using music in five Muslim countries: Iraq, Turkey, Oman, Yemen, and Indonesia. It also attempts to show whether there is any correlation between using music in English as a second language classes and students’ motivation, intelligence, and social skills. The other important thing that this study focuses on is the cultural and religious matters that may prevent using music in schools in the researched countries. Methods. The study comprises participants, teachers and students from all the mentioned countries. The researchers used two online interviews with the respondents. The interviews with the students were conducted in Arabic, Turkish, and Indonesian to facilitate reliable data collection from students. Results. The study’s findings show the very positive attitudes of teachers and students concerning the use of music in all the countries mentioned. It clearly shows that all participants, i.e., the students and the teachers are very much motivated to implement or use more music in their classes. It also shows teachers’ enthusiasm to use music in their daily lessons and how they are ready to have any required training on musical aids. Teachers believed music could enhance students’ motivation, intelligence, and social skills. So, no cultural or religious ideas regarding not using music in classes were mentioned. On the other hand, the present study constructs a global vision towards teachers’ main challenges when using music, namely, the lack of training, no extra time available, and no resources for supporting music rooms or musical aids. Conclusions. Future research could take several promising directions to build on the findings of this study. Expanding the geographical scope to include non-Muslimmajority countries could offer deeper insights into how different cultural and religious contexts influence the use of music in second language acquisition. Longitudinal studies would be valuable in examining the long-term effects of incorporating music into language classes, particularly regarding its impact on student motivation, intelligence, and social skills over time. Experimental studies could also contribute by measuring the direct influence of music on specific language acquisition outcomes, such as vocabulary retention, pronunciation, or listening comprehension, providing empirical support for the descriptive findings of this research. Additionally, developing and testing teacher training programs focused on integrating music effectively into language teaching could address logistical challenges, such as a lack of resources and time, highlighted in this study. Exploring the use of AI-based music applications or digital tools in language learning may open new avenues for enhancing personalized and culturally adaptable learning experiences. Finally, a deeper investigation into how specific cultural and religious beliefs affect the acceptance of music in educational settings, especially in more conservative regions, would offer valuable insights for educators seeking to implement music in a respectful and effective manner.