Sing it, Don’t Say it: Toward a Constructivism Approach in Teaching EFL to Elementary School Students in Saudi Arabia

Abstract

This study was a quest toward understanding how Saudi EFL teachers in elementary schools use songs in their language classrooms. This study focused on Saudi EFL teachers’ perspectives and attitudes toward using songs in their language classrooms and how using songs helped transform their classrooms into constructivist classrooms. This research was a qualitative case study, and the participants consisted of a purposeful homogeneous selection of 10 Saudi EFL elementary school teachers. Data was collected using online interviews. The findings revealed that Saudi EFL teachers in elementary schools used songs in their language classrooms as a subordinate activity, used repetition drills and discussions with songs, and followed the teacher’s manual when using songs. Analysis of the data also showed the Saudi EFL teachers have positive perspectives and attitudes toward using songs in their language classrooms. Results showed that the participants considered songs as a significant tool to enhance constructivism. Several barriers were identified for using songs as a pedagogical tool to enhance constructivism such as teachers’ lack of knowledge, students’ age, and cultural backgrounds of the Saudi EFL elementary school teachers.