La producción oral del alumnado de inglés como lengua extranjerasu conexión con la habilidad de comprensión emocional, disposición a comunicarse y experiencia musical

  1. Fernández García, Antonio
Supervised by:
  1. María del Carmen Fonseca Mora Director
  2. Analí Fernández Corbacho Director

Defence university: Universidad de Huelva

Fecha de defensa: 11 April 2023

Type: Thesis


One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. How music affects adolescents is also of particular interest, as listening to music while paying attention to song lyrics is one of their most frequent leisure activities. We hypothesize that these musical experiences, among others, could influence their speaking skills. Therefore, the present study aims to consider different factors that could facilitate the development of students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL, their musical experience and their emotional response to music are taken into account. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through individual interviews and three scales were administered to measure the different factors. Students’ musical experience and emotional response to music were measured through the Absorption in Music Scale; their emotional understanding of verbal texts through the Situational Test of Emotional Understanding– Brief; and their willingness to communicate in the EFL class through the Willingness to Communicate Scale. Although no direct connection was found between students’ musical experience and their speaking proficiency, results demonstrate that students with high emotional understanding show better speaking skills. Moreover, students with musical experience exhibited higher emotional understanding. We detected a significant positive connection between emotional understanding and all the five parameters considered to assess students’ speaking proficiency. The connection between willingness to communicate in the EFL class and students’ speaking skills is even greater.