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Abstract
This study explores how
music can support vocabulary learning in primary school learners in English as
a Foreign Language (EFL). The aim of this paper is to review recent studies
that examine the use of songs in primary education and their effect on vocabulary
development. This research uses a narrative literature review. Relevant studies
published between 2020 and 2026 were selected from academic databases such as
Google Scholar. The articles were examined to identify common teaching
practices and learning results related to the use of songs. The reviewed
studies show that vocabulary learning improves when students are exposed to
repeated language. Songs help this process because they combine rhythm,
repetition. In classroom situations, students who learn vocabulary through
songs are able to remember and use new words more easily. These findings
suggest that songs are a useful and effective tool for teaching vocabulary in
primary EFL classrooms.
Keywords: Vocabulary acquisition;
songs in education; young learners; English as a foreign language; primary
education.
Resumen
Este estudio analiza el uso de la música para el aprendizaje de vocabulario en
estudiantes de primaria en inglés como lengua extranjera. A partir de una
revisión de literatura reciente, se encontró que las canciones favorecen la
retención y el uso de nuevas palabras gracias a la repetición y el ritmo. Se
concluye que la música es una herramienta eficaz cuando se integra con
actividades pedagógicas en el aula.
Palabras clave: adquisición de vocabulario; canciones; aprendizaje del inglés; educación
primaria.
Introduction
In recent years, the
teaching of English as a foreign language has changed due to the increasing use
of alternative methodologies. For example, digital media, online platforms, and
audiovisual content are now common in the daily life of foreign language learners,
which has influenced the way languages are currently taught in classrooms. As a
result of these changes, traditional methods based on memorization and
grammatical translation are being replaced by more interactive,
student-centered approaches.
This change is especially
important in primary education, since students need engaging and varied
activities to stay focused and learn in an efficient way. Thereby, teachers nowadays
use multisensory resources, such as games, videos, and music, in their classes.
Research on child development has shown that musical activities can support
language learning (Pino et al., 2023).
Vocabulary is a key part of
early language learning, as children need words to understand basic messages
and express simple ideas. Vocabulary knowledge is closely related to the
development of other skills, such as reading, writing, and speaking (Sun &
Chen, 2023). That is to say, by utilizing effective methods to expand students’
vocabulary, the performance in other set of skills could be also enhanced.
In this context, music
emerges as a tool that can be used in language teaching, specifically in
vocabulary acquisition, since it includes rhythm, melody, and repetition
elements that are very useful for helping children remember and process
language. Furthermore, research on multimedia learning suggests that combining
sound and images can improve vocabulary learning and help children remember new
words for a longer time and use them when producing in English (Teng, 2022).
Given the importance of
vocabulary learning in primary education and the frequent use of songs in
English classes, it is necessary to examine the available research on this
topic. Therefore, the purpose of this study is to analyze how music influences
English vocabulary learning in primary school students.
Development
Methodological approach
The information was
collected through academic databases such as Google Scholar. The selection
focused on studies published between 2020 and 2026 that examined the effects of
songs on vocabulary learning in primary school students. The selected studies were
analyzed to identify common findings, teaching strategies, and learning
outcomes.
Vocabulary Learning as the Foundation
of Language Acquisition
Vocabulary is the first
step in learning a new language because students need words before they can
understand or produce sentences. Vocabulary knowledge supports the development
of reading, writing, listening, and speaking skills (Nation, 2024). This can be
observed in the classroom when students are asked to perform simple tasks, such
as describing an image. Students who know basic words such as dog, run,
and park can form simple sentences, whereas students with limited
vocabulary often remain silent or respond in their native language because they
do not have the necessary words to express the idea.
Vocabulary learning in children
Children learn vocabulary
more effectively when they can relate words to actions, objects, or real
situations. Studies in educational psychology indicate that young learners
benefit from repetition and physical interaction when learning new words (Cai
et al., 2025). In practice, this difference becomes evident during activities
that involve movement. For example, when students are taught action verbs such
as jump, sit, and stand through Total Physical Response
(TPR) activities, most respond correctly and remember the commands in later
classes. However, when the same words are presented only through written lists,
students tend to forget them quickly or confuse their meanings.
Music as a cognitive and
emotional learning tool
Music helps students
remember vocabulary because rhythm and melody create patterns that make it
easier to store language in memory. Research has shown that listening to music
activates attention and improves the retrieval of verbal information (Teng, 2022).
This effect can be noticed during review sessions. Students who have learned
vocabulary through songs are often able to recall words by repeating parts of
the melody or rhythm, even when they cannot immediately remember the
translation. For example, when asked about the days of the week, some students
begin to hum the song used in class before correctly listing the words in
order.
Songs as a pedagogical
strategy in the language classroom
Songs provide repeated and
meaningful exposure to vocabulary, which supports both comprehension and
pronunciation. Studies report that songs can improve vocabulary learning when
they are used regularly and connected to classroom activities (Hamilton et al. (2024). This can be observed in
classes that include post-listening tasks. For example, after learning a song
about body parts, students are more accurate when labeling diagrams and
following instructions such as touch your shoulders or raise your
hands. In contrast, students who only study the same vocabulary through
textbook exercises often recognize the words in writing but hesitate when they
need to respond to oral instructions.
Although songs can be a
useful resource for teaching vocabulary, their effectiveness depends on how
they are used in class. Simply listening to a song does not guarantee that
students will learn new words. For instance, if students only repeat a song about
the days of the week, they may memorize the melody but not necessarily remember
the meaning of each word. In contrast, when activities such as ordering the
days, matching them with images, or using them to talk about their routine are
carried out after listening to the song, the vocabulary becomes clearer and
easier to remember. Similarly, a song about body parts is more effective when
students point to or move the body parts while singing. This shows that songs
work better when they are combined with activities that allow students to
interact with words and use them in real contexts.
Conclusion
The studies reviewed in this paper show that vocabulary is essential in learning a new language. Songs support this learning by combining rhythm and melody, which helps students remember and use new words during classroom activities. This result addresses the objective stated in the introduction, which was to analyze the influence of music on vocabulary learning in English as a foreign language classroom in primary education. Likewise, it is recommended that teachers integrate songs in a planned way into their English classes, along with activities that allow students to practice and use the learned vocabulary.
References
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