RT Journal Article
T1 A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills
A1 Cores Bilbao, Esther
A1 Fernández Corbacho, Analí
A1 Herrero Machancoses, Francisco
A1 Fonseca Mora, María Carmen
AB In a society where mobility, globalization and contact with people from othercultures have become its distinctive traits, the enhancement of plurilingualism andintercultural understanding should be of the utmost concern. From a positive psychologyperspective, agency is the human capacity to affect other people positively or negativelythrough one’s actions. This agentic vision can be related to mediation, a concept rootedin socio-cultural learning theory, where social interaction is considered a fundamentalcornerstone in the development of cognition. These social interactions in the languagelearning setting may be facilitated through musical activities due to their social bondingeffect. This paper tries to offer insights into how a music-mediated experience inlanguage learning may develop students’ interpersonal and collaborative competencesto become active members of a more inclusive society. Mediation, considered to be aparadigm shift in the foreign language classroom and for different out-of-class languagelearning possibilities, could also provide an environment where learners maximize theiremotional intelligence. Our paper focuses on this paradigm shift spearheaded by theCommon European Framework for Languages Companion Volume (CEFR/CV) andthe considerable repercussions it is bound to have for foreign language didactics, ascooperative tasks become central to foreign language learning. We hypothesize thatmediated language learning experiences (MeLLEs) imply a socio-emotional changein learners, focusing on the others, on their needs and interests, by trying to helpthem understand texts, concepts or facilitating communication with their peers. Anintervention with a music-MeLLE was designed and implemented in an L2 classroomof adult learners with divergent backgrounds. A self-assessment scale with mediationdescriptors and the socio-emotional expertise scale (SEE) were administered. Resultsshow that students become more mindful of their strengths, and of their capacityfor collaboration and teamwork. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills –specifically with their expressivity. The implementation of a music-mediated experiencealso promoted tolerance and enhanced learners’ intrinsic motivations for languagelearning at the same time as acknowledging their diversity.
PB Frontiers Media
SN 1664-1078
YR 2019
FD 2019-10
LK http://hdl.handle.net/10272/17411
UL http://hdl.handle.net/10272/17411
LA eng
NO Cores Bilbao, E., Fernández Corbacho, A., Machancoses, F. H.,  Fonseca Mora, M. C. (2019). A Music-Mediated Language Learning Experience: Students’ Awareness of Their Socio-Emotional Skills. Frontiers in Psychology, 10.  DOI: https://doi.org/10.3389/fpsyg.2019.02238
NO This study was supported by the R+ D project “Musical aptitude, reading fluency and intercultural literacy of European university students” (FFI2016-75452-R), funded by the Spanish Ministeriode Economía, Industria y Competitividad
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026