​Potential benefits

Having searched high and low and I couldn’t locate much credible research evidence on the benefits of choral repetition. Here is what I found:

1.1 Pronunciation Improvement:

Engaging in choral repetition has been shown to enhance learners’ pronunciation skills in a handful of studies. A study by Trofimovich and Gatbonton (2006) demonstrated that repetition can lead to improved pronunciation accuracy – this resonates with my experience. They found that learners became more sensitive to phonological information through repeated exposure to the target words, suggesting that repetition aids in pronunciation development. Furthermore, Shao, Saito, and Tierney (2022) found that robust auditory-motor integration plays a crucial role in acquiring advanced-level L2 pronunciation proficiency, suggesting that choral repetition can significantly improve pronunciation accuracy. Another study conducted by Poejilestari (2018) investigated the effectiveness of using choral drill techniques to improve students’ English pronunciation. The research, carried out at SMK Karya Bahana Mandiri Bekasi, Indonesia, found that the practice had a significant enhancing effect on pronunciation as well as on the students’ participation and motivation.

1.2 Enhanced Phonological Memory:

​While direct research on choral repetition specifically strengthening phonological working memory is limited, several studies suggest that vocal practice and repetition can positively influence this cognitive function. For instance, a longitudinal study investigated the effects of vocal practice on phonological working memory in children. The findings indicated that engaging in vocal exercises improved the children’s ability to retain and manipulate speech sounds, suggesting a positive impact on their phonological working memory (Portnoy et al, 2010)

Morevore, choral repetition encourages students to vocalize words, facilitating their entry into the phonological loop—a component of working memory responsible for storing and rehearsing verbal information. This process aids in the retention and recall of new vocabulary. ​

Finally, an fMRI study examines the influence of verbal repetition and imitation on network configuration during second language word learning. The results indicate that repetition and imitation can enhance neural integration within language networks (through Phonological Memory), suggesting that these techniques may improve language learning efficiency and learner motivation.

1.3 Increased Learner Engagement:

Incorporating choral repetition through into lessons may elevate student participation and motivation according to handful of studies. The collective nature of the activity may foster a sense of community and encourages learners to actively engage with the material. Schnabel et al (2024) found increased engagement by involving learners in choir practice in the target language. This finding echoes similar findings by Cardoso et Li (2023) who found that singing in a language-responsive choir can encourage productive second language use and enhance listening skills. These two studies’ findings suggest that integrating language learning with choir practice not only improves pronunciation but also increases student engagement and motivation.

Caveat: choral repetition, like anything else, can be made into a fun activity, but it can also be boring (see point 2.4 below).

1.4 Development of Auditory Discrimination Skills:

Choral repetition aids in refining learners’ ability to distinguish subtle differences in sounds, which is essential for accurate pronunciation and listening comprehension. This practice enhances their overall auditory discrimination capabilities. ​The same study quoted above by Schnabel et al (2024) evidences marked improvements in their subjects in this crucial area of L2 acquisition.

1.5 Facilitation of Automaticity:

Regular practice through choral repetition can lead to automaticity in language production, allowing learners to use common phrases and structures more fluently without conscious effort. This automaticity is vital for achieving conversational fluency. ​Big caveat, however: it can also lead to automatizing errors!

2. Potential drawbacks

While choral repetition may potentially offer the above benefits, language educators should be mindful of its potential drawbacks, which I have observed in my own teaching practice and in numerous lessons observations:

2.1 Passive Participation:

Students may appear engaged during choral repetition but might not be actively participating. This passive involvement can limit individual learning outcomes.

2.2 Fossilization of error and limited Individual Corrective Feedback:

The collective nature of choral repetition makes it challenging for instructors to identify and correct individual errors. If the same error goes unheeded and untreated several times over, this is likely to lead to its fossilization (irremediable entrenchment). Hence, the practice of repeating a new lexical item containing challenging sounds, that have not yet been acquired immediately, after a teacher can have harmful consequences.

Errors are not uncommon as some of your students will not hear the sound as you

2.3 Lack of Authentic Communication:

Choral repetition focuses on mimicking language patterns rather than promoting spontaneous language use, which may not effectively prepare learners for communication under real operating conditions (e.g. in a spontaneous conversation or an oral assessment).

2.4 Potential for Boredom:

Repetitive choral activities can lead to student disengagement if not varied or contextualized, reducing their effectiveness. ​Unless gamified, choral repetition can quite boring. Activities like ‘Ghost reading’, ‘Orchestra Director’ or ‘Disappearing text’ can be a fun way to make choral repetition more fun.

2.5 Overemphasis on Accuracy:

Focusing heavily on precise repetition can create anxiety among learners, potentially hindering fluency development.​

Conclusion

Choral repetition remains a double-edged pedagogical tool.
Used imaginatively and alongside opportunities for spontaneous communication, it can sharpen pronunciation, strengthen phonological memory, and build classroom cohesion.
Used mechanically, it risks boredom, fossilised errors and a narrow focus on accuracy at the expense of fluency.
As always in language teaching, the difference lies less in the method itself than in the quality of its design and the skill of the teacher who employs it.