The Effects of Using Songs as a Pedagogical Tool to Teach and Learn English Pronunciation

Abstract

Pronunciation has been considered an essential skill in the process of learning another language since it facilitates communication among individuals. Therefore, it is important to teach this skill in English classes, and the use of different pedagogical tools is recommended. One of the tools available to English teachers is songs. This research synthesis aimed to identify the effects of the use of songs as a pedagogical tool in the teaching and learning of English pronunciation and to recognize teachers' and students' perceptions on the use of songs in the classroom. For this purpose, 20 empirical studies published since 2008 were analyzed. These articles were analyzed in different categories that were selected based on the research design and the two main research questions. The findings of this research revealed that the inclusion of English songs as a pedagogical tool for teaching and learning pronunciation generates the following effects on students: (1) increased motivation toward learning English, (2) the improvement and efficient learning of pronunciation and its elements (phonological sounds, stress patterns, strong and weak forms, linking, intonation, and connected speech), and (3) the development of active language learners’ participation using English in a natural way in the classroom. Finally, the analyzed studies showed that both educators' and learners' perceptions tended to be optimistic towards the use of songs for teaching and learning pronunciation.