Second language can be quite stressful for some, music has a positive effect on students in the classroom. Music also has a positive effect on learning an L2 ¬– it helps with better pronunciation, memorisation, motivation, etc. If a teacher includes quality songs in the classroom, complemented by other effective methods (e.g. Total Physical Response or TPR), it can make a big difference in the learning process. It is therefore important for us as teachers to seek out quality songs and incorporate them thoughtfully into our teaching. In this master thesis, we investigated how ESL teachers feel about the inclusion of songs in their lessons in the first three years of primary education. We wanted to find out how often and in what ways they include songs in their lessons, which types of songs they most often choose, how they introduce them into their lessons, how qualified they feel to include them, and what difficulties they encounter. We were also interested in how they integrated songs into online learning during the Covid-19 epidemic. The teachers' opinions and views were explored through a quantitative survey. We found that they had a positive attitude towards the use of songs in ESL teaching in early primary education. All respondents include songs in their lessons at least once a month. However, during the period of distance learning due to the Covid-19 epidemic, on average, teachers included songs in lessons less frequently. We found that teachers on average feel moderately qualified to teach songs in English lessons. With this master thesis, we wanted to encourage teachers to include songs in foreign language lessons. The results of the research will contribute to the development of English didactics and to the adaptation of training for future teachers of English at primary level.
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