Venna Asyifa Ramadhanti, Alief Noor Farida

The impact of listening to english songs on EFL students’ vocabulary acquisition: A literature review

Introduction

The impact of listening to english songs on efl students’ vocabulary acquisition: a literature review. Explore how English songs boost EFL students' vocabulary acquisition. This literature review highlights effortless learning, motivation, pronunciation, and self-directed study through music. Valuable for educators and researchers.

Abstract

This article explores the impact of listening to English songs on vocabulary learning for English as a Foreign Language (EFL) learners. The primary emphasis is placed on how songs, serving as informal and interactive inputs, assist learners in acquiring vocabulary effortlessly. The article employs a qualitative approach with a systematic literature review with elaborating upon major theories of second language acquisition, including Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model, which under describes the role of music-based input in these processes. Learning through songs enhances enjoyment during the recalling process due to colloquial phrases embedded in repetition and rhythm that is easy to memorize. Furthermore, in addition to vocabulary retention, the article also points out the issue of improving students’ learning motivation, pronunciation, and even self-directed learning. With tools like YouTube or Spotify at their disposal, learners can be regularly exposed to the language they are trying to learn. Lastly it shares one of its conclusions: while English songs might appear primarily as entertainment mediums, they can be valuable aids for language acquisition. By bridging theoretical perspectives with practical implications, this article develops useful considerations for educators and researchers regarding the incorporation of music into vocabulary instruction within EFL teaching contexts.

Review

This article presents a timely and relevant systematic literature review examining the impact of listening to English songs on vocabulary acquisition among EFL learners. By employing a qualitative approach, the authors effectively synthesize existing research, grounding their discussion in established second language acquisition theories such as Krashen’s Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s lexicon learning model. The abstract suggests a comprehensive theoretical framework that elucidates the mechanisms through which music-based input contributes to language learning, setting a strong foundation for the exploration of practical implications. A significant strength of this review lies in its detailed exposition of how songs facilitate vocabulary learning. The authors highlight the role of songs as informal and interactive inputs that leverage repetition, rhythm, and colloquial phrases to enhance enjoyment and recall, making the acquisition process seemingly effortless. Beyond direct vocabulary retention, the article commendably extends its scope to address broader benefits, including improvements in learning motivation, pronunciation, and the fostering of self-directed learning, particularly through accessible platforms like YouTube and Spotify. This comprehensive approach effectively bridges theoretical insights with practical relevance, providing valuable considerations for educators seeking innovative methods for vocabulary instruction. While the abstract clearly outlines the benefits and theoretical underpinnings, a more explicit discussion of potential challenges or limitations in integrating songs into the curriculum, such as selecting culturally relevant songs or ensuring alignment with specific learning objectives, could further enrich the review. Additionally, specifying future research directions stemming from the current body of literature could offer valuable guidance for the field. Nevertheless, the article successfully positions English songs as more than mere entertainment, asserting their significant potential as pedagogical tools for language acquisition. It offers a well-structured and insightful contribution that should prove highly beneficial to both researchers and practitioners in EFL contexts.

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