ISSN: 2226-6348
Open access
Globalization has increased the demand for proficient English speakers in China, especially in oral communication. Despite educational reforms, many primary students still struggle with spoken English. This study examines the effectiveness of integrating English songs—particularly song lyrics—as supplementary materials to enhance oral fluency and pronunciation. Using a mixed-methods approach, the research involved 80 second-grade students from Primary School, selected via stratified random sampling. Data were collected through pre- and post-tests, questionnaires, and semi-structured interviews, and analyzed using statistical and thematic techniques. Findings indicate that music-based instruction significantly improves oral fluency, vocabulary retention, and phonological awareness. Additionally, students showed increased motivation and engagement in class. The use of music created a more enjoyable and inclusive learning environment, suggesting that cultural elements like songs can enrich language education. This study contributes to innovative approaches in English language teaching, particularly in oral skill development, and highlights the pedagogical potential of creative tools. Future research should explore the sustainability and broader applicability of such interventions across various educational settings.
Ministry of Education of the People’s Republic of China. (2022). Compulsory education English curriculum standards (2022 edition) [In Chinese]. Beijing: Beijing Normal University Press.
Wang, R. (2023). Influencing factors and countermeasures of Chinese students’ oral English proficiency. Journal of Education Humanities and Social Sciences, 13, 158–164.
Zhang, D. (2012). Chinese primary school English curriculum reform. Multilingual Education, 67–83.
Lloyd, J., Seed, G., Wen, X., & Yue, H. (2024). Mapping the SMEEA Gaokao tests to the CEFR. CEFR Journal - Research and Practice, 1(6), 56–79.
Kim, Y.-S. G., Yang, D., Reyes, M., & Connor, C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review, 34, 100408.
Li, Q. (2022). Three representative teaching methods of oral English in Chinese primary schools. In Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022) (pp. 800–807).
Listiyaningsih, T. (2017). The influence of listening English song to improve listening skill in listening class. Academica Journal of Multidisciplinary Studies, 1(1), 35–49.
Chang, X. (2021). Oral English in China. Advances in Social Science, Education and Humanities Research.
Creswell, J. W. (1994). Research design: Qualitative, quantitative, and mixed methods approaches.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasi-experimental designs for generalized causal inference.
Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(2), 135–173.
Creswell, J. W. (2021). A concise introduction to mixed methods research.
Tashakkori, A., & Teddlie, C. (2010). SAGE handbook of mixed methods in social & behavioral research. SAGE Publications.
Hossain, K. I. (2023). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781.
Anggaira, A. S., Aryanti, N., Suryadi, S., & Tusriyanto, T. (2022). Songs for teaching vocabulary: English learning media for preschoolers. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 6069–6078.
Busse, V., Hennies, C., Kreutz, G., & Roden, I. (2020). Learning grammar through singing? An intervention with EFL primary school learners. Learning and Instruction, 71, 101372.
Luo, Y.-Z., Kong, X.-Y., & Ma, Y.-Y. (2022). Effects of multimedia-assisted song-integrated teaching on college students’ English learning interests and learning outcomes. Frontiers in Psychology, 13.
Bokiev, D., Bokiev, D., Aralas, D., Ismail, L., & Othman, M. (2018). Utilizing music and songs to promote student engagement in ESL classrooms. International Journal of Academic Research in Business and Social Sciences, 8(12).
Chen, M., Mohammadi, M., & Izadpanah, S. (2024). Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners. Acta Psychologica, 247, 104318.
Rushton, R., Kossyvaki, L., & Terlektsi, E. (2022). Music-based interventions for people with profound and multiple learning disabilities: A systematic review of the literature. Journal of Intellectual Disabilities, 27(2), 370–387.
Burnard, P., Dillon, S., Rusinek, G., & Sæther, E. (2008). Inclusive pedagogies in music education: A comparative study of music teachers’ perspectives from four countries. International Journal of Music Education, 26(2), 109–126.
Kumar, T., Akhter, S., Yunus, M. M., & Shamsy, A. (2022). Use of music and songs as pedagogical tools in teaching English as foreign language contexts. Education Research International, 2022, 1–9.
Akbary, M., Shahriari, H., & Fatemi, A. H. (2016). The value of song lyrics for teaching and learning English phrasal verbs: A corpus investigation of four music genres. Innovation in Language Learning and Teaching, 12(4), 344–356.
Zhang, Y., Baills, F., & Prieto, P. (2023). Singing songs facilitates L2 pronunciation and vocabulary learning: A study with Chinese adolescent ESL learners. Languages, 8(3), 219.
Gottfried, T. L. (2007). Music and language learning. In Language learning and language teaching (pp. 221–237).
Mashayekh, M., & Hashemi, M. (2011). [Removed] The impacts of music on language learners’ performance. Procedia - Social and Behavioral Sciences, 30, 2186–2190.
Krashen, S. D. (1985). The input hypothesis: Issues and implications.
Mora, C. F. (2000b). Foreign language acquisition and melody singing. ELT Journal, 54(2), 146–152.
Gardner, H. (2000b). Intelligence reframed: Multiple intelligences for the 21st century. Choice Reviews Online, 37(10), 37–5804.
Xiaohan, Z., & Nasri, N. M. (2025). The Influence of Listening to Music to Improve English Oral Learning in Chinese Primary School. International Journal of Academic Research in Progressive Education and Development, 14(4), 839–851.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode