University of Glasgow (UNITED KINGDOM)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 5329-5332
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.1278
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Research Significance:
In education, technology can play a positive role in ‘enhancing learning’. ‘Technology Enhanced Teaching’ (TET) is increasingly used in the UK, and internationally. Kirkwood & Price (2013) argue that TET changes the medium of teaching, and how teachers teach, and learners learn. China is advocating the implementation of TET (Charlene, 2017). Few researchers have examined technology-enhanced language teaching (TELT) with music (TELT-M), in kindergarten English classes. This research bridges the gap. It explores how TELT-M could enhance students’ engagement and performance in developing language and communication skills. For kindergarten students, acquiring knowledge is not the main purpose of learning. The cultivation of interests, curiosity, and creativity plays a bigger role. Adorno & Gillespie (1993) argue that music is like language. Teaching English to kindergarten students with music helps because language and music processing occur in the same brain area. Using music in teaching English in kindergartens with technology facilitates teaching, attracts students’ attention and cultivates interest (Ruan, 2014). TET in Chinese kindergarten is still in a rudimentary stage, needing further research. Liu (2014) suggests that Chinese kindergartens are adopting technology in their education but are still confronted with challenges and problems. The key research questions are: 1. Can TET enhance language students’ learning efficiency? Teachers using traditional teaching methods find difficulty in effectively combining form, meaning, and sound of the words (Liu 2005). TET can make it is easier to integrate these using video, audio, and images, helping students to learn more efficiently; 2. Does the combination of TET and music have a role in cultivating kindergarten students’ imagination and creativity? Pang (2010) maintains that video, audio, and pictures provide a great boost to imagination and creativity of kindergarten students.

Research Aim, Design and Methods:
This research will probe the current development of TELT in Chinese kindergarten, the problems and difficulties that occur, and the combination of TET and music in teaching English. Working with four Beijing kindergartens that have adopted TET, this research uses a quasi-experimental design to compare students taught with TELT-M (combined with rhythms in different themes), and those who are receive a traditional approach with flashcards and drilling methods. The participants (3 to 6-year-old students, with 12 from each of the three classes) will be observed in English class every weekday and at home for one hour per week. Surveys and semi-structured interviews with 3 teachers and 36 parents will be used, prior to and at the end of the study, to compare perceptions and experience of the technology-enhanced teaching and learning. An online test will focus on pronunciation, vocabulary and communication skills. The head of each kindergarten will be interviewed. Questions will be asked about the current situation, past experiences, and existing problems of using TET in kindergarten language education. Questionnaire responses from parents will help to see if they are satisfied with TELT teaching. This study could indicate future developments of TET in kindergarten education in China. The research could suggest future directions for TET teacher development, curriculum, and kindergarten management, especially for integrating music into TELT.
Technology-enhanced Language Teaching, Chinese Kindergarten.