This research explores "The Influence of Songs on EFL Students' Vocabulary Usefrom Their Teachers' Perspective." In the context of English as a Foreign LanguageEFL instruction, the study
Teachers' Perspectives about Benefits of Songs in teaching vocabulary for
Educators widely acknowledge the benefits of incorporating songs into vocabulary instruction for young learners Research indicates that the majority of teachers hold neutral or positive views on the use of songs in the classroom, with a significant portion agreeing that it enhances vocabulary learning This consensus highlights the effectiveness of integrating songs as a valuable teaching tool.
Notably, Item 10 garnered the highest response rate, with an overwhelming 96%
Studies have consistently demonstrated the crucial role of songs in boosting young learners' vocabulary retention A significant percentage (n$) of participants acknowledged the profound impact of music on vocabulary acquisition and retention This widespread recognition among educators highlights the immense potential of songs to reinforce and enhance vocabulary learning in young minds.
Following closely, Item 15 elicits a similarly strong response, with 84% (n!) of participants expressing their belief that songs provide valuable opportunities for vocabulary revision among young learners This finding underscores the versatile nature of songs as a pedagogical tool, capable of not only introducing new vocabulary but also reinforcing and reviewing previously learned words in an engaging and memorable manner.
Moreover, Item 14 garnered notable attention, with 80% (n) of participants recognizing songs as instrumental in helping learners enhance their vocabulary input This acknowledgment speaks to the ability of songs to expose young learners to a wide range of vocabulary in context, fostering a deeper understanding and appreciation of language nuances.
Similarly, 76% (n) of respondents agree that songs effectively capture learners’ attention to vocabulary, as reflected in their responses to Item 13 This highlighted the captivating and immersive nature of songs, which can captivate young learners’ interest and engagement, thereby enhancing their receptivity to vocabulary learning.
Furthermore, a substantial proportion of participants, approximately two-thirds
(76% and 76%, respectively), concur that songs serve as valuable tools for young learners to both acquire and practice vocabulary, as well as expand their vocabulary repertoire This recognition underscored the multifaceted benefits of utilizing songs in vocabulary instruction, ranging from providing ample opportunities for vocabulary practice to facilitating the exploration and expansion of learners’ lexical knowledge.
Overall, the findings from Table 2 underscored the widespread recognition among teachers regarding the multifaceted benefits of incorporating songs into vocabulary instruction for young learners These insights provided valuable guidance for educators seeking to optimize their teaching methodologies and enhance vocabulary acquisition among their students through the strategic integration of music and songs into the curriculum.
Table 4.2 Teachers’ perspectives about benefits of songs in vocabulary learning for Young Learners
Disagree & Neutral Agree & strongly strongly agree disagree
11] Songs allow young learners to learn
12| Songs can create conditions for young
1 4 | 5 20 15 76 learners to learn and practice vocabulary.
13 | Songs can help young learners focus on
14| Songs can help young learners develo
Teachers’ Perspectives about the Use of Songs in teaching vocabulary for
The findings from Table 3 shed light on teachers’ perceptions regarding the utilization of songs in vocabulary instruction for young learners, as elucidated through six distinct items.
Upon close examination of Table 3, it became evident that the frequency and percentage distribution of responses to each item reflected a predominant trend towards agreement, with the majority of participants indicating varying degrees of endorsement towards the efficacy of employing songs in teaching vocabulary for young learners.
Remarkably, Item 19 emerges as the focal point of consensus, with an overwhelming 92% (n#) of participants advocating for the repeated listening of songs by learners to reinforce word retention This resounding affirmation underscores the widely held belief among educators in the pedagogical value of repetitive exposure to songs as a means of consolidating vocabulary acquisition among young learners.
Participants emphasized the importance of setting context before playing songs (84%) and replaying them to assess vocabulary comprehension (84%) This reflects teachers' strategic approach to using songs not just as standalone aids but as integrated components of comprehensive vocabulary instruction, including pre-listening activities and post-listening assessments The high support for these items highlights the recognition of songs as valuable tools for enhancing vocabulary acquisition.
Moreover, Item 17 elicited a noteworthy response rate, with 88% (n") of participants indicating their practice of introducing new vocabulary prior to learners listening to a song This proactive approach underscored the importance of scaffolding learners’ understanding by providing contextual cues and linguistic support before engaging with the song material.
Furthermore, interestingly 92% of participants express their endorsement of pedagogical strategies such as encouraging learners to act out or mime words, as well as engaging in gap-fill or matching exercises This multifaceted approach to vocabulary instruction underscores the versatility of songs as a dynamic and interactive tool for promoting active engagement and reinforcing vocabulary acquisition among young learners.
In essence, the findings depicted in Table 3 underscore the prevailing consensus among educators regarding the instrumental role of songs in vocabulary instruction for young learners These insights offer valuable guidance for educators seeking to optimize their instructional practices and foster enhanced vocabulary acquisition through the strategic integration of songs into the classroom curriculum.
Table 4.3 Teachers’ perceptions about the use of songs in teaching vocabulary for Young Learners
Disagree & | Neutral Agree & strongly strongly disagree agree
16 | The teacher sets the context before using songs to teach vocabulary to young 4 12 21 84 learners.
17 | The teacher introduces new vocabulary
0 12 22 | 88 before having learners listen to a song.
18 | The teacher encourages young learners to
; ; 4 4 23 | 92 act out or mime words in the song.
19 | The teacher plays the song multiple times
“ ` P 4 4 23 | 92 for young learners to repeat words.
20 | The teacher delivers handouts of a song and asks young learners to fill the gaps 0 8 21 92 and match words using pictures with lines.
21 | The teacher plays the song again to check learners’ understanding and memory of 4 12 21 84 words.
Through interviews with educators, positive perceptions of song-based language instruction emerged, focusing on its impact on vocabulary acquisition Music's role in vocabulary memorization is attributed to its melodic structure, which aids in recall and retention Furthermore, songs facilitate vocabulary review by providing a dynamic platform for revisiting and consolidating lexical knowledge.
Furthermore, songs support literacy development by improving reading and writing skills, and they facilitate pronunciation mastery through vocalization exercises.
Overall, teachers recognize songs as powerful pedagogical aids that enhance vocabulary application and foster comprehensive language learning among young learners.
Three of seven teachers claimed that songs contributed to young learners’ memorizing words.
The claim made by teachers that songs contribute to young learners’ memorizing words can be explained by several factors Firstly, the melodic structure of songs provides a memorable pattern that aids in memory retention Additionally, the emotional connection students feel towards music enhances their ability to remember words set to a tune The association between vocabulary words and music acts as a mnemonic device, making it easier for learners to recall the words when needed Furthermore, the repetition often found in songs reinforces the retention of vocabulary through multiple exposures Engaging students with songs in the classroom not only motivate them but also increases their active participation, leading to better retention Moreover, songs typically provide context for the vocabulary used in their lyrics, facilitating a deeper understanding of the words in real-life situations Overall, the use of songs in vocabulary instruction offers a multifaceted approach that leverages music, repetition, emotional connection, and contextual learning to enhance young learners’ memorization skills effectively.
The following extracts illustrated their views.
“Songs can help young learners to expand their vocabulary and memorize words more deeply when they listen to songs and sing them again” (Teacher A, interview extract).
“Songs containing contexts make young learners remember vocabulary very easily.” (Teacher B, interview extract).
“Songs provide young learners with opportunities to expand vocabulary by looking at other words and asking for meanings” (Teacher E, interview extract).
Two teachers reported that listening to songs could help learners review words. Teacher A emphasized that pictures and actions in video songs facilitated young learners’ vocabulary development and vocabulary revision.
Songs contribute to young learners' vocabulary review due to their engaging nature and repeated exposure to vocabulary The repetitive lyrics reinforce words in memory, while the rhythm and melody capture attention and maintain focus Additionally, gestures, actions, and visual aids enhance vocabulary retention by providing multisensory experiences Moreover, the emotional connection students form with music creates a positive learning environment, fostering active participation in vocabulary review.
“When listening to video songs with following pictures and doing actions in songs, young learners will review vocabulary from previous lessons.” (Teacher A, interview extract).
Teacher F indicated that songs helped to review vocabulary for young learners thanks to the song actions and melodies She shared,
“Songs help learners review vocabulary because they remember the song and automatically sing it when listening and acting it out.” (Teacher F, interview extract).
One teacher thought through practicing listening to the songs, young learners could develop reading and writing abilities.
When it comes to enhancing reading and writing skills through the use of songs, teachers’ claims are often supported by research findings For instance, Albaladejo, Coyle, and de Larios (2018) found that songs can facilitate vocabulary acquisition, which in turn enhances reading comprehension and writing proficiency among young learners This is attributed to the contextualized nature of vocabulary
30 learning through songs, where words are presented in meaningful contexts, similar to how they appear in written texts Moreover, songs often contain rhymes, patterns, and repetitions, which help students recognize and internalize language structures, thus improving their reading fluency and writing accuracy Additionally, the rhythmic and melodic features of songs can aid in developing phonological awareness, a crucial skill for decoding written words and spelling By integrating songs into vocabulary instruction, teachers provide students with opportunities to transfer their knowledge of words from listening and singing to reading and writing tasks (Fonseca-Mora, Toscano-Fuentes, & Wermke, 2011) Therefore, teachers' claims about the effectiveness of songs in enhancing reading and writing skills are well-supported by research evidence, highlighting the value of incorporating music into language learning activities.
“When learners are asked to observe or look at an activity related to the song, they can write or read words from that song ” (Teacher E, Interview extract).
Songs play a significant role in improving pronunciation among language learners, particularly young students The rhythmic and melodic nature of songs provides learners with a model for correct pronunciation and intonation patterns in the target language Through repeated exposure to songs, students have the opportunity to practice producing sounds and words accurately, thereby enhancing their pronunciation skills Moreover, songs often contain clear and repetitive lyrics, allowing students to focus on specific phonemes and sounds in a controlled and engaging context Research by Albaladejo, Coyle, and de Larios (2018) supports this notion, highlighting the positive impact of songs on pronunciation development in preschool learners of English as a foreign language Overall, incorporating songs
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"How do EFL teachers perceive the influence of songs on vocabulary acquisition and usage among primary school students?”
Findings from this comprehensive study underscore the pivotal role of songs in enriching vocabulary instruction for young learners Through interviews and questionnaire responses, teachers unanimously acknowledged the profound impact of incorporating songs into their pedagogical approach One of the salient findings is the significant enhancement observed in students' vocabulary acquisition and retention attributed to the strategic integration of songs into the learning process. The data illuminated various dimensions through which songs catalyzed vocabulary development among young learners.
Music integration in education has proven highly beneficial, with educators highlighting its positive impact on vocabulary expansion The repetitive nature of songs and their melodic structure effectively entrench vocabulary words in students' memory, leading to a significant increase in their vocabulary repertoire This finding underscores the role of music as a powerful pedagogical tool for language acquisition.
32 facilitating easier recall and retention over time Such findings resonate with established literature (Schmitt, 2000; Nation, 2001; Albaladejo et al., 2018), affirming the potency of songs as a conduit for vocabulary enrichment.
Furthermore, teachers highlighted the transformative impact of songs on students' vocabulary utilization Beyond mere acquisition, students demonstrated a heightened propensity to actively incorporate newly acquired vocabulary into their speech and writing This observable shift in students’ linguistic behavior underscores the profound influence of songs in fostering not only lexical knowledge but also linguistic autonomy and proficiency The data suggest that songs serve as more than just instructional aids; they serve as catalysts for active vocabulary use and application, thereby fortifying students’ language skills holistically.
Moreover, teachers lauded songs for their ability to create a conducive and engaging learning atmosphere, propelling students to actively participate and immerse themselves in the learning process By infusing joy and creativity into vocabulary instruction, songs captivated students’ attention, fostering a positive attitude towards language learning This conducive learning environment, coupled with the mnemonic power of songs, facilitated deeper engagement and comprehension, thereby augmenting vocabulary acquisition and utilization among young learners.
In essence, the findings underscore the transformative potential of songs in vocabulary instruction By harnessing the melodic allure of songs, educators can unlock a treasure trove of linguistic benefits, propelling students towards lexical mastery and linguistic fluency As educators continue to explore innovative pedagogical approaches, songs stand out as a timeless and potent tool for nurturing students' vocabulary skills and fostering a lifelong love for language learning.
“What are some ways employed by EFL teachers to integrate songs into vocabulary instruction, and how do they perceive the effectiveness of these strategies in enhancing students' vocabulary use?”
Research conducted at a primary school in Ninh Binh explored the perceptions of EFL teachers on the impact of songs on vocabulary acquisition and usage among primary school students The findings highlight the varied perspectives and practices of educators in utilizing songs as a pedagogical tool for vocabulary development This research provides valuable insights into the pedagogical landscape of language instruction and the role of songs in enhancing vocabulary skills.
Firstly, the research revealed a prevalent positive perception among EFL teachers regarding the influence of songs on vocabulary acquisition and usage among primary school students Teachers acknowledged the effectiveness of songs in facilitating vocabulary learning, citing benefits such as increased retention, enhanced attention, and the creation of a stimulating learning environment These findings align with existing literature emphasizing the role of songs in language acquisition, highlighting their potential to engage learners and reinforce vocabulary through memorable melodies and repetitive lyrics.
Moreover, EFL teachers recognized songs as a versatile and engaging resource for vocabulary instruction, allowing for varied teaching approaches and accommodating diverse learning styles among students Teachers reported incorporating songs into their lessons through activities such as singing along, lyric analysis, and vocabulary games, thereby catering to the linguistic needs and preferences of their students This flexibility in instructional methods underscores the adaptability of songs as a pedagogical tool in diverse classroom contexts.
However, despite the overall positive perception of songs among EFL teachers, certain limitations and challenges were also identified Some teachers expressed concerns about selecting culturally appropriate songs and ensuring alignment with curriculum objectives, indicating the need for careful consideration and planning when integrating songs into vocabulary instruction Additionally, resource constraints and lack of professional development opportunities were cited as barriers to fully harnessing the potential of songs in language teaching.
In conclusion, the discussion highlighted the multifaceted nature of EFL teachers' perceptions regarding the influence of songs on vocabulary acquisition and usage among primary school students While the majority of teachers view songs positively as an effective and engaging tool for vocabulary development, there is also recognition of the need for thoughtful planning, cultural sensitivity, and ongoing support to maximize the benefits of incorporating songs into language instruction Further research and professional development initiatives in this area can contribute to refining pedagogical practices and enhancing students' language learning experiences.
CONCLUSION AND RECOMMENDATIONS
Recapulations nh ao
This thesis investigates the efficacy of using songs in vocabulary instruction for young learners It encompasses various research methods, including questionnaire surveys, classroom observations, and interviews with teachers The study reveals that teachers perceive songs as highly beneficial for teaching vocabulary to young learners, citing advantages such as improved vocabulary retention, increased attention, and the creation of a conducive learning atmosphere Findings suggest that songs offer practical and engaging ways to enhance vocabulary learning among young learners, aligning with previous research in the field Additionally, the study explores teachers' methodologies for incorporating songs into vocabulary instruction, shedding light on the diverse strategies employed in classrooms.Overall, the thesis underscores the significance of songs as effective pedagogical tools for promoting vocabulary acquisition and retention among young learners.
Concluding remarks 20.0 a
The findings gleaned from the study offer a compelling insight into the overwhelmingly positive perceptions teachers harbor regarding the integration of songs in vocabulary instruction for young learners This revelation carries significant pedagogical implications, not only for individual teachers but also for school administrators tasked with shaping the educational landscape Foremost among these implications is the recognition of teachers’ perceptions as pivotal determinants of young learners' vocabulary acquisition Indeed, the perceived efficacy of songs in this context underscores the crucial role teachers play in fostering an environment conducive to vocabulary growth As such, there exists an imperative for educators to cultivate a heightened awareness of their roles and responsibilities in furnishing young learners with the optimal settings for vocabulary acquisition through song-based methods.
Moreover, the study underscored the importance of tailored song selection, emphasizing the need for educators to curate playlists that resonate with the unique needs and interests of their students By aligning song choices with learners’ preferences and proficiency levels, teachers can maximize the efficacy of vocabulary instruction and enhance students’ overall learning experiences. Additionally, the study advocated for ongoing professional development opportunities geared toward enhancing teachers' proficiency in leveraging songs within diverse classroom contexts Such training initiatives were essential for empowering educators to navigate the nuances of song-based vocabulary instruction effectively.
Furthermore, to realize the full potential of song-based pedagogy, schools and language center authorities must invest in the requisite resources and infrastructure.Equipping classrooms with state-of-the-art audiovisual equipment and providing access to a diverse array of song resources can facilitate immersive and engaging learning experiences By fostering a dynamic and stimulating learning environment,institutions can harness the transformative power of songs to cultivate young learners' vocabulary proficiency effectively In essence, the study underscores the pivotal role of teachers’ perceptions, professional development initiatives, and institutional support in optimizing the integration of songs into vocabulary instruction for young language learners.
Implications 1777 3 37 5.4 Limitations and further recommendations - <6 + + + k+kxsesseesersres 39 REFERENCES 1 ,ÔỎ 40 APPENDICES - HH HH HH HT gọn nu HH HH HH TT nh TH I APPENDIX A: SURVEY QUESTIONNAIRE FOR TEACHERS I APPENDIX B: TEACHERS’ RESPONSES TO THE QUESTIONNAIRE IV APPENDIX C: INTERVIEW QUESTIONS ccccccecceesceseeeeeeeeeeeeeaeeeaeeseeeeeeeees VI
The implications drawn from this thesis are multifaceted and hold significant relevance for both educators and educational institutions invested in enhancing vocabulary instruction for young language learners At the core of these implications lies a deeper understanding of the instrumental role that songs can play in fostering vocabulary acquisition among students By elucidating teachers' overwhelmingly positive perceptions of song-based pedagogy, the thesis underscores the need for concerted efforts to integrate this approach into classroom practice effectively.
One of the key implications for educators is the recognition of their pivotal role in shaping students' vocabulary development through song-based instruction Teachers must embrace their responsibility to curate song selections that resonate with students’ interests and proficiency levels, thereby maximizing the efficacy of vocabulary instruction Moreover, educators should undergo targeted professional development initiatives aimed at honing their skills in leveraging songs within diverse classroom contexts By enhancing their proficiency in song-based pedagogy, teachers can create dynamic and engaging learning environments conducive to vocabulary growth.
Additionally, the thesis underscores the importance of institutional support in facilitating the integration of songs into vocabulary instruction Educational institutions must prioritize the provision of resources and infrastructure necessary to support effective song-based pedagogy This includes equipping classrooms with audiovisual equipment, providing access to a diverse repertoire of songs, and fostering a culture of innovation and experimentation in teaching practices By investing in these areas, institutions can empower educators to harness the full potential of song-based instruction in enhancing vocabulary acquisition among young learners.
Furthermore, the thesis highlighted the need for ongoing research and inquiry into the efficacy of song-based pedagogy in vocabulary instruction Continued investigation into the mechanisms underlying the effectiveness of songs in promoting vocabulary growth can inform evidence-based teaching practices and curriculum development efforts By fostering a culture of research and inquiry, educators and institutions can stay abreast of emerging trends and best practices in vocabulary instruction, ultimately enhancing the quality of education for young language learners.
In essence, the implications drawn from this thesis underscore the transformative potential of song-based pedagogy in enhancing vocabulary instruction for young language learners By embracing innovative approaches, investing in professional
By fostering a culture of research and inquiry, educators can optimize the integration of songs into vocabulary instruction, empowering students to achieve linguistic proficiency and fluency Collaborative efforts between educators and institutions can create a supportive environment that promotes language development through engaging and interactive song-based activities.
While this thesis provides valuable insights into the effectiveness of using songs in vocabulary instruction for young language learners, several limitations should be acknowledged Firstly, the study primarily relies on self-reported data from teachers, which may introduce biases or subjective interpretations Future research could benefit from incorporating objective measures or observational data to corroborate the findings.
Additionally, the study focuses on teachers' perceptions and practices, overlooking the perspectives of students and parents Including the viewpoints of these stakeholders could offer a more comprehensive understanding of the impact of song-based pedagogy on vocabulary acquisition.
Furthermore, the sample size of the study may limit the generalizability of the findings Future research could involve larger and more diverse samples to ensure broader applicability across different contexts and settings.
Despite these limitations, this thesis provides a solid foundation for further research in this area Future studies could explore the long-term effects of song-based vocabulary instruction on students' language proficiency and academic performance Additionally, investigating the effectiveness of specific song types or instructional strategies could offer valuable insights for educators seeking to optimize their vocabulary teaching practices.
In conclusion, while this thesis contributes valuable knowledge to the field of language education, there is still much to explore By addressing the limitations outlined above and building upon the recommendations provided, future research can continue to advance our understanding of the role of songs in vocabulary instruction and enhance pedagogical practices in language learning contexts.
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APPENDIX A: SURVEY QUESTIONNAIRE FOR TEACHERS This survey questionnaire is designed for the study named “The influence of songs on EFL students' vocabulary use from their teachers' perspective at a primary school in Ninh Binh” Your assistance in completing the following questions is greatly appreciated Your answers to all survey questions are kept confidentially and are only used for research purposes Please put a tick (v) in the box beside the option(s) that you choose.
1 Your working experience teaching at Lien Son Primary School? o | year o 2 years O 3 years o 4 years O 5 years
2 Which grade are you teaching? oGradel oGrade2 oGrade3 oGrade4 oGrade 5
Part 2: Teachers’ perspectives of the use and benefits of songs on teaching EFL students’ vocabulary
1 2 3 4 5 strongly disagree neutral/ agree strongly agree disagree undecided
Question 1: Teachers’ perspectives about songs in vocabulary teaching for
1 | It is necessary to use songs to teach vocabulary to young learners.
2 | It is effective to use songs to teach vocabulary to young learners.
3| Songs are important in developing young learners’ vocabulary.
4 | Songs can draw young learners’ attention to the| 1 | 2 | 3 | 4 | 5 lesson.
5 | Songs provide young learners with opportunities to learn English easier.
6 | Songs provide young learners with opportunities to practice vocabulary.
7 |Songs allow learners to practice vocabulary regularly.
8 | Songs used to teach vocabulary can offer young learners a friendly environment.
9 |Songs create a meaningful context for young learners to gain vocabulary.
Question 2: Teachers’ perspectives about Benefits of songs in vocabulary learning to Young Learners
10 | Songs facilitate young learners’ vocabulary retention and improve pronunciation.
11 | Songs allow young learners to learn more vocabulary than usual.
12 | Songs can create conditions for young learners to learn and practice vocabulary.
13 | Songs can help young learners focus on vocabulary.| 1 | 2 | 3 | 4 | 5
14 | Songs can help young learners develop vocabulary | 1 | 2 | 3 | 4 | 5
15 | Songs can offer young learners’ opportunities to review vocabulary.
Question 3: Teachers’ Perspectives about the Use of Songs in teaching vocabulary for Young Learners
16 | The teacher sets the context before using songs to teach vocabulary to young learners.
17 | The teacher introduces new vocabulary before; 1 | 2 | 3 | 4 | 5
Il having learners listen to a song.
18 The teacher encourages young learners to act out or mime words in the song.
19 The teacher plays the song multiple times for young learners to repeat words.
20 The teacher delivers handouts of a song and asks young learners to fill the gaps and match words using pictures with lines.
21 The teacher plays the song again to check learners’ understanding and memory of words.
APPENDIX B: TEACHERS’ RESPONSES TO THE QUESTIONNAIRE o 1 year
Question 2: Which grade are you teaching? o Grade 1 o Grade 2 o Grade 3 o Grade 4 o Grade 5
II The influence of songs on EFL students' vocabulary use from their teachers' perspective Table 1 Teachers’ perspectives about songs in vocabulary teaching for young learners
Frequencies Disagree& Neutral Agree& strongly strongly agree disagree
It is necessary to use songs to teach
It is effective to use songs to teach vocabulary to young learners.
3 | Songs are important in developing young learners’ vocabulary.
4 | Songs can draw young learners’ attention to the lesson.
5 | Songs provide young learners with opportunities to learn English easier.
6 | Songs provide young learners’ with opportunities to practice vocabulary.
7 |Songs allow’ learners’ to _ practice vocabulary regularly.
8 | Songs used to teach vocabulary can offer young learners a _ friendly 0 0 3 12 18 88 environment.
9 | Songs create a meaningful context for
0 0 5 20 20 80 young learners to gain vocabulary.
Table 2 Teachers’ perspectives about benefits of songs in vocabulary learning for Young Learners
Disagree & Neutral Agree & strongly strongly agree disagree
Item n % n| % n % 10| Songs facilitate = young learners’ vocabulary retention and improve) 0 0 1 4 24 96 pronunciation.
11] Songs allow young learners to learn more vocabulary than usual.
12| Songs can create conditions for young) 1 4 5 20 15 76 learners to learn and practice vocabulary.
13} Songs can help young learners focus on
14| Songs can help young learners develop
15} Songs can offer young _ learners’
Table 3 Teachers’ perceptions about the use of songs in teaching vocabulary for Young Learners
Disagree & | Neutral Agree & strongly strongly disagree agree Item n % n | % n %
16 | The teacher sets the context before using songs to teach vocabulary to young 1 4 3 121 21 84 learners.
17 | The teacher introduces new vocabulary
0 0 3 12 | 22 88 before having learners listen to a song.
18 | The teacher encourages young learners to
1 4 1 4 23 92 act out or mime words in the song.
19 | The teacher plays the song multiple times mạ P 1 4 1 4 23 92 for young learners to repeat words.
20 | The teacher delivers handouts of a song and asks young learners to fill the gaps and) 0 0 4 8 21 92 match words using pictures with lines.
21 | The teacher plays the song again to check} 1 4 3 12) 21 84
VỊ learners’ understanding and memory o words.
APPENDIX C: INTERVIEW QUESTIONS With teachers:
1 Overall Impact: How would you describe the overall impact of incorporating songs into vocabulary lessons on your students' learning experience?
2 Academic Benefits: Have you seen any improvement in students’ vocabulary retention, comprehension, or application in written or spoken contexts?
3 Challenges and Solutions: Have you encountered any challenges in implementing songs in vocabulary teaching, and if so, how have you addressed them?
Interviewer: Hello teacher! I am conducting a research project on the influence of songs on EFL students' vocabulary use Will you help me to answer some questions?
Interviewer: Can you describe the overall impact of incorporating songs into vocabulary lessons on your students' learning experience?