Integrating English Songs into Early Language Instruction: Impacts on Vocabulary, Pronunciation, and Engagement

Abstract

This study investigates the effectiveness of English songs as an instructional medium in elementary school English classrooms. The research examines how song-based instruction supports young learners’ vocabulary acquisition, pronunciation development, learning motivation, and classroom engagement. A qualitative descriptive design was employed, incorporating classroom observations, teacher interviews, and student response analyses in a Grade 4 English class. The findings indicate that English songs substantially enhance students’ enthusiasm, promote stronger vocabulary retention through repetition and melodic patterns, and improve pronunciation accuracy. Furthermore, songs foster a positive emotional climate by reducing learning anxiety and encouraging active participation. Despite these advantages, several challenges emerged, including limited song selections aligned with curricular objectives and inadequate audio equipment. Overall, the study underscores the pedagogical value of English songs as a child-friendly instructional medium and reaffirms their relevance in early language education.