The impact of using English Songs to improve Vocabulary Acquisition in Secondary Education
DOI:
https://doi.org/10.70625/rlce/858Palabras clave:
Vocabulary Acquisition, Songs, English Language Teaching, Active Learning, Secondary EducationResumen
Adopting a sociocultural perspective involves understanding reading as a practice influenced by family, school, and community dynamics. This study aimed to identify the sociocultural factors and reading practices associated with the development of comprehension in fourth-grade students from two elementary schools one public and one private located in Santiago de Veraguas, Panama. A quantitative, descriptive, non-experimental, and cross-sectional study was conducted. A validated survey was administered to 37 fourth-grade students, aged 9 to 10. Data were analyzed using descriptive and inferential statistics, employing the chi-square test to determine differences between groups. The results showed no statistically significant differences (p > .05), as both schools presented similar family characteristics and reading practices. Seventy percent of the parents have university degrees, although they work in technical or manual occupations. While 43% consider reading important for learning, only 5% read daily in their free time, and 16% express a strong enjoyment of reading. The study identified low rates of school enrollment, limited library visits, and low teacher motivation. It concludes that there is a need to strengthen systematic educational and family strategies and to further research on reading comprehension in Panama.
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Derechos de autor 2026 Kevin Javier Carrera Rivera, Luis Gabriel Parrales Picazo (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
