Music Integration in English Language Teaching: A Mixed-Methods Study of Instructors’ Beliefs and Practices in Turkish University Preparatory Programmes
Keywords:
English language teaching; Music integration; Instructor belief and practice gap; Classroom practices; Mixed-methodsAbstract
Previous research has shown that integrating music into foreign language teaching offers significant advantages, including improved vocabulary retention, pronunciation, and engagement. However, the success of musical interventions ultimately depends on how instructors perceive and manage these tools in their classrooms. Using a mixed-methods design, this study examined language instructors’ perceptions of music use in language teaching and the practical factors influencing its classroom implementation. Specifically, it examined the frequency of music integration, targeted skills and activities, song-selection criteria and material development procedures, perceived benefits and challenges, and the relationship between instructors’ beliefs and their reported classroom use of music. Data were collected from 81 English language instructors in preparatory programmes at universities across Türkiye via a survey. Quantitative data were analysed using descriptive statistics and Spearman’s rank-order correlation analysis, while qualitative data were analysed using hybrid thematic analysis in MAXQDA 24. The findings revealed a distinct belief–practice gap: positive perceptions did not translate into frequent classroom use. Specifically, 53.1% of the instructors reported rarely using music in their classes. When used, music was mainly integrated through language-focused activities, particularly through fill-in-the-blank exercises. Practical challenges, such as material selection, curriculum integration, and time constraints, emerged as key barriers to regular implementation. Overall, the findings confirm a clear gap between instructors’ positive perceptions and their classroom practices. Aligned curriculum design, systematic planning, and institutional support may help reduce this gap and support more consistent use of music for affective and linguistic purposes in the future.
https://doi.org/10.26803/ijlter.25.9.38
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