Abstract This research aimed to identify if a didactic method based on original songs in English called Mediaa Music can improve the learning of the language of higher education students ( \begin{equation}n=80\end{equation} n = 80), in two universities in Mexico in 2021. Through a quantitative approach with design quasiexperimental and descriptive scope, it was possible to identify that the intervention group (Men: \begin{equation}n=20\end{equation} n = 20, Age: \begin{equation}M=19.84\end{equation} M = 19.84, SD ±0.824, Max = 20, Min = 18; Women: \begin{equation}n=20\end{equation} n = 20, Age: \begin{equation}M=20.43\end{equation} M = 20.43, SD ±0.184, Max = 21, Min = 18) showed scores with significant differences (p < .05) when exposed to the Mediaa Music proposal compared to the control group (Men: \begin{equation}n=20\end{equation} n = 20, Age: \begin{equation}M=20.16\end{equation} M = 20.16, SD ±1.884, Max = 20, Min = 18; Women: \begin{equation}n=20\end{equation} n = 20, Age: \begin{equation}M=20.80\end{equation} M = 20.80, SD ±1.825, Max = 20, Min = 18) who studied only with written texts. No significant differences (p > .05) in central tendency were identified between the scores obtained by the students of both institutions, neither in the gender of the participants.
Resumen El objetivo de esta investigación fue identificar si un método didáctico basado en canciones originales en inglés denominado Mediaa Music puede favorecer el aprendizaje del idioma de los alumnos de educación superior ( \begin{equation}n=80\end{equation} n = 80) en los niveles A1 y A2 con base en el MCER, en dos universidades en México durante 2021. Mediante un enfoque cuantitativo con diseño cuasiexperimental y alcance descriptivo, se logró identificar que el grupo de intervención (Hombres: \begin{equation}n=20\end{equation} n = 20, Edad: \begin{equation}M=19.84\end{equation} M = 19.84, DE ±0.824, Max = 20, Min = 18; Mujeres: \begin{equation}n=20\end{equation} n = 20, Edad: \begin{equation}M=20.43\end{equation} M = 20.43, DE ±0.184, Max = 21, \begin{equation}Min=18\end{equation} Min = 18) mostró puntajes con diferencias significativas (p < .05) al ser expuestos a la propuesta de Mediaa Music en comparación con el grupo control (Hombres: \begin{equation}n=20\end{equation} n = 20, Edad: \begin{equation}M=20.16\end{equation} M = 20.16, DE ±1.884, \begin{equation}Max=20\end{equation} Max = 20, \begin{equation}Min=18\end{equation} Min = 18; Mujeres: \begin{equation}n=20\end{equation} n = 20, Edad: \begin{equation}M=20.80\end{equation} M = 20.80, DE ±1.825, Max = 20, Min = 18) que estudiaron solo con textos escritos. No se identificaron diferencias significativas (p > .05) de tendencia central entre los puntajes obtenidos por los alumnos de ambas instituciones, ni en el género de los participantes.
Resumo O objetivo desta pesquisa foi identificar se um método de ensino baseado em músicas originais em inglês, chamado Mediaa Music, pode promover a aprendizagem de línguas de estudantes do ensino superior ( \begin{equation}n=80\end{equation} n = 80) em duas universidades no México durante 2021. Por meio de uma abordagem quantitativa com desenho quase experimental e escopo descritivo, foi possível identificar que o grupo de intervenção (Homens: \begin{equation}n=20\end{equation} n = 20, Idade: \begin{equation}M=19, 84\end{equation} M = 19, 84, DP ±0, 824, Max = 20, Min = 18; Mulheres: \begin{equation}n=20\end{equation} n = 20, Idade: \begin{equation}M=20, 43\end{equation} M = 20, 43, SD ±0, 184, Max = 21, \begin{equation}Min=18\end{equation} Min = 18) apresentaram pontuações com diferenças significativas (p < 0, 05) quando expostos à proposta da Mediaa Music em comparação ao grupo controle (Homens: \begin{equation}n=20\end{equation} n = 20, Idade: \begin{equation}M=20, 16\end{equation} M = 20, 16, SD ±1, 884, \begin{equation}Max=20\end{equation} Max = 20, \begin{equation}Min=18\end{equation} Min = 18; Mulheres: \begin{equation}n=20\end{equation} n = 20, Idade: \begin{equation}M=20, 80\end{equation} M = 20, 80, SD ±1, 825, \begin{equation}textMax=19.84\end{equation} textMax = 19, 84, Min = 18) que estudaram apenas com textos escritos. Não foram identificadas diferenças significativas (p > 0, 05) de tendência central entre as pontuações obtidas pelos alunos das duas instituições, nem no sexo dos participantes.