Cover not available
Article published In:
Australian Review of Applied Linguistics
Vol. 31:2 (2008) ► pp.16.1–16.22

The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a foreign language

| Monash University

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n = 29) and an experimental group (n = 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results of t-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 1 January 2008
DOI logo
https://doi.org/10.2104/aral0816
References
Aida, Yukie
(1994) Examination of Horwitz, Horwitz & Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78 (2), 155–168. DOI logoGoogle Scholar
Alexander, Loren
(1982) Some preliminary experiments with SALT techniques: Music and exercises, paired-words and narrative word-types and meaning checks. Journal of the Society for Accelerative Learning and Teaching, 7 (1), 41–47.Google Scholar
Anazonwu, Charles O.
(1995) Locus of control, academic self-concept, and attributions of responsibility for performance in statistics. Psychological Reports, 771, 367–370. DOI logoGoogle Scholar
Arnold, Jane; Brown, H. Douglas.
(1999) A map of the terrain. In Jane Arnold (Ed.), Affect in language learning (pp. 1–24). Cambridge, England; New York: Cambridge University Press.Google Scholar
Bacon, Susan M.; Finnemann, Michael D.
(1990) A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. The Modern Language Journal, 74 (4), 459–473. DOI logoGoogle Scholar
Bailey, Kathleen M.
(1983) Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H.W. Seliger and M.H. Long (Eds), Classroom oriented research in second language acquisition (pp. 67–102). Rowley, Massachusetts: Newbury House Publishers.Google Scholar
Bandura, Albert
(1993) Perceived Self-Efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117–148. DOI logoGoogle Scholar
Baur, Rupprecht S; Eichhoff, Manfred
(1981) Suggestopedia: Considerations and investigations. Journal of the Society for Accelerative Learning and Teaching, 6 (4), 272–295.Google Scholar
Belmechri, Faïza; Hummel, Kirsten
(1998) Orientation and motivation in acquisition of English as a second language among high school students in Quebec city. Language Learning, 48 (2), 219–244. DOI logoGoogle Scholar
Benson, H.; Wilcher, M.; Greenberg, B.; Huggings, E.; Ennis, M.; Zuttermeister, P.C.; Myers, P.; Friedman, R.
(2000) Academic performance among middle school students after exposure to a relaxation response curriculum. Journal of Research and Development in Education, 33 (3), 156–165.Google Scholar
Beretta, Alan
(1986) Toward a methodology of ESL program evaluation. TESOL Quarterly, 201, 145–155. DOI logoGoogle Scholar
Borden-Benitez, Ray; Schuster, Donald H.
(1976) The effect of a suggestive learning climate, synchronized breathing and music, on the learning and retention of Spanish words. Journal of the Society for Accelerative Learning and Teaching, 1 (1), 27–40.Google Scholar
Brändle, Maximilian; Niedermüller, Elke
(1994) Intensive language courses for adults: The Suggestopedic method. Australian Journal of Adult and Community Education, 34 (2), 142–148.Google Scholar
Byrne, Barbara M.
(1988) Measuring adolescent Self-Concept: Factorial validity and equivalency of the SDQ III across gender. Multivariate Behavioral Research, 231, 361–375. DOI logoGoogle Scholar
Byrne, Barbara M.; Shavelson, Richard J.
(1986) On the structure of adolescent Self-Concept. Journal of Educational Psychology, 78 (6), 474–481. DOI logoGoogle Scholar
Caux, Patrice
(1995) Accelerated Learning in a beginning college-level French class at the University of Houston. Journal of Accelerative Learning and Teaching, 20 (1), 1–26.Google Scholar
Clément, Richard; Dörnyei, Zoltán; Nöels, Kimberly A.
(1994) Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44 (3), 417–448. DOI logoGoogle Scholar
Craven, Rhonda G.; Marsh, Herbert W.; Debus, Raymond L.
(1991) Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83 (1), 17–27. DOI logoGoogle Scholar
Davis, M.; Eshelman, E.R.; McKay, M.
(1995) The relaxation and stress reduction workbook. 4th edn. Oakland, California: New Harbinger Publications.Google Scholar
Dörnyei, Zoltán
(1990) Conceptualizing motivation in foreign-language learning. Language Learning, 40 (1), 45–78. DOI logoGoogle Scholar
(1997) Psychological processes in cooperative language learning: Group dynamics and motivation. The Modern Language Journal, 82 (4), 482–493. DOI logoGoogle Scholar
(1998) Motivation in second and foreign language learning. Language Teaching, 311, 117–135. DOI logoGoogle Scholar
(2001) New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 211, 43–59. DOI logoGoogle Scholar
(Ed.) (2003) Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Malden, Massachusetts: Blackwell.Google Scholar
Dweck, Carol S.
(2002) Messages that motivate: How praise moulds students’ beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 37–60). Amsterdam: Academic Press. DOI logoGoogle Scholar
Ellis, Rod
(1994) The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
Felix, Uschi
(1992) The evolution of Accelerative Learning from Lozanov to the present. Journal of the Society for Accelerative Learning and Teaching, 17 (1), 43–116.Google Scholar
Felix, Uschi; Lawson, Michael
(1994) The effects of Suggestopedic elements on qualitative and quantitative measures of language production. Australian Review of Applied Linguistics, 17 (2), 1–21. DOI logoGoogle Scholar
Fisher, Anne; Fukunaga, Ayako; Kusumoto, Kyoko; Swinyard, Jean
(1999) Obentoo 2: Teacher resource file. Melbourne: Nelson, ITP.Google Scholar
Garcia, Yolanda L.
(1984) A Suggestopedic study in second language acquisition using Hispanic non-English speaking adult learners. Journal of the Society for Accelerative Learning and Teaching, 6 (2), 137–143.Google Scholar
Gardner, Robert C.
(1985) Social psychology and second language learning: The role of learning attitudes and motivation. London: Edward Arnold.Google Scholar
Gardner, R.C.; Day, J.B.; MacIntyre, P.D.
(1992) Integrative motivation, induced anxiety and language learning in a controlled environment. Studies in Second Language Acquisition, 141, 197–214. DOI logoGoogle Scholar
Gardner, Robert C.; Lambert, Wallace E.
(1959) Motivational variables in second language acquisition. Canadian Journal of Psychology, 13 (4), 266–272. DOI logoGoogle Scholar
Gardner, Robert C.; MacIntyre, Peter D.
(1993) A student’s contributions to second language learning. Part 2: Affective variables. Language Teaching, 261, 1–11. DOI logoGoogle Scholar
Gardner, Robert C.; Tremblay, Paul F.
(1994a) On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78 (2), 359–368.Google Scholar
(1994b) On motivation: Measurement and conceptual considerations. The Modern Language Journal, 78 (4), 524–527.Google Scholar
Gardner, Robert C.; Tremblay, Paul F.; Masgoret, A-M.
(1997) Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81 (3), 344–362. DOI logoGoogle Scholar
Hattie, John
(1992) Self-concept. Hillsdale, New Jersey: Lawrence Erlbaum Associates.Google Scholar
Horan, John J.
(1996) Effects of computer-based cognitive restructuring on rationally mediated self-esteem. Journal of Counseling Psychology, 43 (4), 371–375. DOI logoGoogle Scholar
Horwitz, Elaine K.
(1986) Preliminary evidence for the reliability and validity of a Foreign Language Anxiety Scale. TESOL Quarterly, 201, 559–562. DOI logoGoogle Scholar
(2001) Language anxiety and achievement. Annual Review of Applied Linguistics, 211, 112–126. DOI logoGoogle Scholar
Horwitz, Elaine K.; Horwitz, Michael B.; Cope, Jo Ann
(1986) Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125–132. DOI logoGoogle Scholar
Kaplan, Lester
1981 A foreign language course based on Superlearning. Journal of the Society for Accelerative Learning and Teaching, 6 (1), 51–58.Google Scholar
Kiselica, Mark S.; Barker, Stanley B.; Thomas, Ronald N.; Reedy, Susan
(1994) Effects of stress inoculation training on anxiety, stress, and academic performance among adolescents. Journal of Counselling Psychology, 41 (3), 335–342. DOI logoGoogle Scholar
Krampen, Günter.
(1997) Promotion of creativity (divergent productions) and convergent productions by systematic-relaxation exercises: Empirical evidence from five experimental studies with children, young adults, and elderly. European Journal of Personality, 111, 83–99. DOI logoGoogle Scholar
Long, Michael H.
(1984) Process and product in ESL program evaluation. TESOL Quarterly, 18 (3), 409–425. DOI logoGoogle Scholar
Lozanov, Georgi
(1978) Suggestology and outlines of Suggestopedy. New York: Gordon & Breach Science Publishers. DOI logoGoogle Scholar
MacIntyre, Peter D.; Gardner, Robert C.
(1991) Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41 (1), 85–117. DOI logoGoogle Scholar
MacIntyre, Peter D.; Nöels, Kimberly A.; Clément, Richard
(1997) Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47 (2), 265–287. DOI logoGoogle Scholar
Marsh, Herbert W.
(1987) The Big-Fish-Little-Pond Effect on academic self-concept. Journal of Educational Psychology, 79 (3), 280–295. DOI logoGoogle Scholar
Marsh, Herbert W.; O’Neill, Rosalie
(1984) Self Description Questionnaire III: The construct validity of multidimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21 (2), 153–174. DOI logoGoogle Scholar
Marsh, Herbert W.; Richards, Garry E.; Barnes, Jennifer
(1986) Multidimensional self-concept: The effect of participation in an Outward Bound program. Journal of Personality and Social Psychology, 50 (1), 192–204. DOI logoGoogle Scholar
Marsh Herbert W.; Shavelson, Richard
(1985) Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20 (3), 107–123. DOI logoGoogle Scholar
McInman, A.D.; Berger, B.G.
(1993) Self-concept and mood changes associated with aerobic dance. Australian Journal of Psychology, 45 (3), 134–140. DOI logoGoogle Scholar
Medina, Suzanne L.
(1990) The effects of music upon second language vocabulary acquisition. ERIC Document, ED 352–834.Google Scholar
Menec, Verena H.; Perry, Raymond P.; Struthers, C. Ward; Schonwetter, Dieter J.; Hechter, Frank J.; Eichholz, Brila L.
(1994) Assisting at-risk college students with attributional retraining and effective teaching. Journal of Applied Social Psychology, 241, 675–701. DOI logoGoogle Scholar
Nöels, Kimberly A.
(2001a) Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51 (1), 107–144. DOI logoGoogle Scholar
(2001b) New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. In Z. Dörnyei and R. Schmidt (Eds), Motivation and second language acquisition (pp. 43–68). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Centre.Google Scholar
Nöels, Kimberly A.; Clément, Richard; Pelletier, L.G.
(1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83 (1), 23–34. DOI logoGoogle Scholar
Nöels, Kimberly A.; Pelletier, Luc G.; Vallerand, Robert J.
(2000) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50 (1), 57–85. DOI logoGoogle Scholar
Onwuegbuzie, Anthony J.; Bailey, Phillip; Daley, Christine E.
(2000) Cognitive, affective, personality, and demographic predictors of foreign-language achievement. The Journal of Educational Research, 94 (1), 3–15. DOI logoGoogle Scholar
Oxford, Rebecca L.
(1994) Where are we regarding language learning motivation. The Modern Language Journal, 78 (4), 512–514.Google Scholar
(Ed.) (1996) Language learning motivation: Pathways to the new century. Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.Google Scholar
Phillips, Elaine M.
(1992) The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76 (1), 14–26. DOI logoGoogle Scholar
Purkey, W.W.; Novak, J.M.
(1996) Inviting school success: A self-concept approach to teaching, learning and democratic practice. Belmont, California: Wadsworth Publishing Company.Google Scholar
Quast, Ulrike
(1999) The effect of music on acquiring vocabulary with technically gifted students. Gifted Education International, 141, 12–21. DOI logoGoogle Scholar
Render, G.F.; Hull, C.R.; Moon, C.E.
(1984) The effects of guided relaxation and Baroque music on college students’ test performance. Journal of the Society for Accelerative Learning and Teaching, 9 (1), 33–38.Google Scholar
Ross, S.J.
(2003) A diachronic coherence model for language program evaluation. Language Learning, 53 (1), 1–33. DOI logoGoogle Scholar
Saito, Yoshiko; Samimy, Keiko K.
(1996) Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate and advanced-level college students of Japanese. Foreign Language Annals, 29 (2), 239–251. DOI logoGoogle Scholar
Saito, Yoshiko; Garza, Thomas J.; Horwitz, Elaine A.
(1999) Foreign language reading anxiety. The Modern Language Journal, 83 (2), 202–218. DOI logoGoogle Scholar
Salili, Farideh; Hwang, Chi-En; Choi, Nam F.
(1989) Teachers’ evaluative behaviour: The relationship between teachers’ comments and perceived ability in Hong Kong. Journal of Cross-Cultural Psychology, 20 (2), 115–132. DOI logoGoogle Scholar
Samimy, Keiko Komiya; Tabuse, Motoko
(1992) Affective variables and a less commonly taught language: A study in beginning Japanese classes. Language Learning, 42 (3), 377–398. DOI logoGoogle Scholar
Schiffler, Ludger
(1992) Suggestopedic methods and applications, translated by Kay U. Herr. New York: Gordon & Breach Science Publishers.Google Scholar
Schmidt, Richard; Boraie, Deena; Kassabgy, Omneya
(1996) Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9–70). Honolulu: University of Hawai’i, Second Language Teaching & Curriculum Center.Google Scholar
Schuster, Donald H.; Mouzon, Dave
(1982) Music and vocabulary learning. Journal of the Society for Accelerative Learning and Teaching, 6 (2), 137–143.Google Scholar
Schuster, D.H.; Gritton, C.E.
(1986) Suggestive accelerative learning techniques. New York: Gordon & Breach Science Publishers.Google Scholar
Scovel, Thomas
(1979) Review of suggestology and outlines of suggestopedy. TESOL Quarterly, 131, 255–66. DOI logoGoogle Scholar
Stein, Barbara L.; Hardy, C.A.; Totten, Herman L.
(1982) The use of music and imagery to enhance and accelerate information retention. Journal of the Society for Accelerative Learning and Teaching, 6 (2), 137–143.Google Scholar
Sung, Hyekyung; Padilla, Amado M.
(1998) Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82 (2), 205–216. DOI logoGoogle Scholar
Tremblay, Peter F.; Gardner, Robert C.
(1995) Expanding the motivation construct in language learning. The Modern Language Journal, 79 (4), 505–518. DOI logoGoogle Scholar
Wagner, Michael J.; Tilney, Germaine
(1983) The effects of “superlearning techniques” on the vocabulary acquisition and alpha brain wave production of language learners. TESOL Quarterly, 17 (1), 5–16. DOI logoGoogle Scholar
Wallace, Wanda T.
(1994) Memory for music: Effect of melody on recall of text. Journal of Experimental Psychology: Learning, Memory and Cognition, 20 (6), 1471–1486.Google Scholar
Whitacre, Wendy
(1994) Recent research in second language acquisition supporting Accelerated Learning techniques. Journal of Accelerative Learning and Teaching, 19 (4), 401–424.Google Scholar
Williams, Marion; Burden, Robert
(1997) Psychology for language teachers: A social constructive approach. Cambridge: Cambridge University Press.Google Scholar
Wilson, Timothy D.; Linville, Patricia W.
(1982) Improving the academic performance of college freshmen: Attributional therapy revisited. Journal of Personality and Social Psychology, 421, 367–376. DOI logoGoogle Scholar
(1985) Improving the performance of college freshmen using attributional techniques. Journal of Personality and Social Psychology, 491, 287–293. DOI logoGoogle Scholar
Wilson, Timothy D.; Damiani, Michelle; Shelton, Nicole
(2002) Improving the academic performance of college students with brief attributional interventions. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 89–108). Amsterdam: Academic Press. DOI logoGoogle Scholar
Young, Dolly J.
1986 The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19 (5), 439–445. DOI logoGoogle Scholar
Young, Dolly Jesusita
1991 Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75 (4), 426–439. DOI logoGoogle Scholar
(Ed.) (1999) Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill.Google Scholar
Zeiss, Paul Anthony
(1984) A comparison of the effects of Super-Learning techniques on the learning of English as a second language. Journal of the Society for Accelerative Learning and Teaching, 9 (2), 93–101.Google Scholar
Cited by

Cited by 5 other publications

Colliander, Helena & Andreas Fejes
2021. The re-emergence of Suggestopedia: teaching a second language to adult migrants in Sweden. Language, Culture and Curriculum 34:1 ► pp. 51 ff. DOI logo
Fortin, Jennifer Yvette
2020. Music Integration to Reduce Experiences of Foreign Language Classroom Anxiety in Early Childhood Education. In International Perspectives on Modern Developments in Early Childhood Education [Advances in Early Childhood and K-12 Education, ], ► pp. 58 ff. DOI logo
Fortin, Jennifer Yvette
2022. Music Integration to Reduce Experiences of Foreign Language Classroom Anxiety in Early Childhood Education. In Research Anthology on Music Education in the Digital Era, ► pp. 96 ff. DOI logo
Norlund, Anita
2020. Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys . Pedagogisk forskning i Sverige 25:2-3 ► pp. 7 ff. DOI logo
Toyama, Michiko & Yoshitaka Yamazaki
2022. Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis. SAGE Open 12:1 ► pp. 215824402110691 ff. DOI logo

This list is based on CrossRef data as of 28 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.