An Investigation of the Use of Western Music and Song
Lyrics in the L2 Classroom
Christopher Connelly
English Education Center, Institute for Education and Student Support, Ehime University

Introduction
The purpose of this study was to investigate whether
listening to western music as part of a mandatory first-

reading, and writing. In line with these proposals, thisstudy sought to increase student motivation by placing
a stronger focus on the importance of communicative
ability through the use of music.

year reading course at a Japanese university could haveany positive effects on the students’communicative
ability and motivation. Despite the high level of

Literature Review

English reading comprehension required for most

Listening is the most fundamental and most important

Japanese university entrance exams, especially national

skill in language learning (Luo, 2008; Nunan, 2001;

universities, there exists a huge disparity between

Renukadevi, 2014). Listening is not just a matter ofreading ability and general communicative ability among

hearing; rather, it is an active psychological process,Japanese students. This often manifests in low levels

which enables people to assign meaning to theof motivation and reluctance to participate. University

bombardment of information and input received on aentrance exams, as well as the grueling preparation

daily basis. It is a process that requires a tremendous

period in high school tend to rely too heavily on theamount of concentration and effort. Hartley andstudents’ability to demonstrate a general understanding

Bruckman (2002) explain that there are two steps toof English reading passages than on their overall

developing effective listening skills: developing the ability

communicative ability, which can result in English

to recognize and deal with barriers that prevent listening,remaining merely an abstract object of study (Riches,and developing positive patterns of behavior to actively2010). Unfortunately, this can lead to the students beingenhance listening ability. According to Dixon and O’Hara

unlikely to view English as an essential communication(2008), it is imperative that the barriers encountered

tool that they can use to interact with the world at large,

regarding effective listening be acknowledged before they

but rather a tedious box that must be ticked in ordercan be dealt with. Through developing an awareness ofto progress with the field of study in which they arethese barriers, it is possible to exert control over them,ultimately interested.

thus leading to more productive and effective listening
behaviors. In the case of the L2 classroom, lack of

Educational reforms proposed by The Ministry ofinterest, increased anxiety, low confidence, and reduced

Education, Culture, Sports, Science and Technology

intrinsic motivation can greatly affect a student’s listening(MEXT) in 2011 aimed to stimulate student motivation

ability. Dixon and O’Hara (2008) further state thatin learning English by stressing the need for a greater

effective communication is heavily dependent on effectiveemphasis on communicative ability (MEXT, 2011). The

listening: a skill that can be consciously developed andgoal was to cultivate a‘global perspective’in the English

practiced. Nonetheless, it is a common complaint of L2

classroom with the hope of increasing motivation amongst

learners that listening is difficult. This in turn can fuelthe students (MEXT, 2011, p.6). Additional proposals in

the negative cycle of anxiety and lead to low levels

2015 called for a greater emphasis on course design toof motivation in the language classroom. Therefore, it

better integrate the four core skills of speaking, listening,

is essential for educators to foster effective listening

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comprehension skills in their students in order to produce

Finally, a post-course interview was used to analyze theactive listeners in language learning by helping students

students’thoughts and feelings about their achievements.

overcome any barriers that may be hindering their

The findings indicated that music and lyrics may not

progress. One of the most effective ways of reducing

only enhance listening skills but also engage students inanxiety, building confidence, and boosting motivation

discussion about cultural and social issues. Additionally,

whilst simultaneously improving listening comprehension

the results showed that listening courses based aroundis through the introduction of music into the classroom.

the use of music and songs can help train students in thedevelopment of higher levels of comprehension.

Music in the Language Classroom

Similarly, a study by Garcia (2015) used “Lyrics

The use of music in the language classroom can have aTraining.com”, a website which combines music videos

measurable effect on student attitudes towards language

and lyrics into a listening comprehension gap fill activity,

learning (York, 2011). Constructive learning occurs best

to improve students’ listening ability. The participantsin a low anxiety environment, which both promotes self-

were first-year undergraduate students enrolled in aconfidence and boosts motivation. Studies (Claerr &beginner English language course. The author used an

Gargan, 1984; Coe, 1972; Merriam, 1964; Wilcox, 1995)

action research approach based on a questionnaire andindicate that the use of music in the classroom can help

online feedback, which provided results indicating thatstudents feel more relaxed and more receptive to thethe students exhibited improvements in their overalllanguage learning process. According to Engh (2013), thelistening comprehension. The author noted that most

lyrics used in pop music are largely conversation-like,of the students clearly remembered many words from

repetitive and are spoken at approximately half the speed

the songs used, which highlighted the ways in whichof regular conversation, which can aid in increasing thetechnology and music can positively influence second

students’ understanding of the material. Additionally,language acquisition.

their simplicity, their highly affective and dialogic
features, and their vague references, allow listeners to

Finally, a study by Modell (2014) took a broader look at

use lyrics in personally associative ways (Murphey, 1992,

the effects of music and song lyrics in the classroom top.771). Further research investigating student stressshow the positive effects music-based activities can havelevels in the language classroom also indicates thaton freshman students’ use of colloquial and idiomaticanxiety, social uncertainty, and general lack of motivation

language, pronunciation, vocabulary, and listening ability

can be positively altered through the use of music andat Asia University. He explained that the use of music

lyrics in the classroom (Ganschow, Sparks, Anderson,

provides students with exposure to authentic language.

Javorshy, Skinner, & Patton, 1994; Lake, 2002; Schoepp,

Such exposure can spark interest in the target language,2001).

allowing students to talk together about the topic of
the songs, as well as actively improving their listening

A study by Arévalo (2010) examined listening

comprehension. Modell further stated that music andperformance in students in six workshops based on thesong lyrics are a motivating, interesting, and effective

use of music and song lyrics. The study was conducted

tool for covering various language points; therefore,

in a Columbian university during regular English classes

their incorporation can enhance existing curriculum andfor first-year students in the first academic semester.

greatly increase communication amongst students.

The author made use of questionnaires, classroom
observations, documents and course work submitted by
the students, as well as a semi-structured interview toPurpose and Research Aims

gather data. The initial questionnaire was used to gain

The purpose of this study was to investigate whether

background knowledge regarding the students’ music

listening to western music as part of a mandatory first-

preferences and general musical interests. Documents

year reading course at a Japanese university could havesubmitted by the students’over the duration of the six

any positive effects on the students’ communicative

workshops were also assessed and the performance ofability and motivation. The study was based on thethe students was closely examined during the workshops.

following research questions:20

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An Investigation of the Use of Western Music and Song Lyrics in the L2 Classroom

1. Can the use of western music and a focus on

The students were 18 to 20-year old Japanese students

understanding lyrics improve students’ overall

from various faculties within the university; Law andcommunicative ability?

Literature, Science, Computer Science, and Agriculture.

2. Can the use of western music and song lyrics increase
motivation in the English classroom?
3. Can exposure to western music help develop intrinsic

Their English proficiency levels varied from a high scoreof 308 to a low score of 153 on the Global Test of English
Communication (GTEC), with an average score of 222.

motivation in students?

Methodology

Instrumentation

This study was undertaken to establish whether

Data for the study was obtained through the use of

students’ communicative ability could be improved

classroom observations, a post-course questionnaire filled

through the use of western music in the classroom,out in the final class, an online questionnaire regarding

and whether the use of music could positively affectthe course and the teaching staff, and individual

motivation. The study was included as part of thecomments from each student written on comment cards

mandatory English reading course taken by all first-

distributed at the start of and collected at the end ofyear students and was conducted in the fourth quarter

each lesson. The comment cards offered the students aof the 2016/17 academic year. The course consists of 15

chance to interact with the teacher on a one-to-one basis

lessons with the students attending two lessons per week

and comprised of an A3 sheet of paper folder in half withover an 8-week period. The general reading course aims

various printed sections. The students could keep track

to develop students’ reading comprehension through aof their personal achievements throughout the course,

focus on the active use of a variety of reading skills set

take a note of the names of classmates they had worked

out in the mandatory textbook. However, by focusingwith during each lesson, as well as two A4 sized sections

solely on reading comprehension, the course fails tofor comments, which could be used as a written dialogue

address the importance of communicative ability, which

between the teacher and each student. After each lesson,

was a major factor in placing greater emphasis on a

the author responded to the questions and comments

more unified course promoting greater integration of theon each comment card and returned the cards to eachfour core skills. The study aimed to promote an interest

student in the following lesson with the desire to promote

in western music, develop a greater awareness of the

one-on-one communication and to offer the students a safe

meaning behind the various lyrics used, and highlight theand informal mode of communicating.

ways in which this can also aid reading comprehension.
The current first-year curriculum at the university
includes four mandatory English courses, which focus on

Song Selection

a particular skill in each course. The students undertake

12 current pop songs were selected for their worldwide

a speaking course in term one, listening in term two, thenpopularity, language level, speed, lyrical content, andafter the summer vacation writing in term three, andvariety of relatable vocabulary and idiomatic expressions.

finally reading in term four. By term four the students

Students were also encouraged to request songs and four

have had virtually no English communication practice

requested songs (Simple Plan’s Summer Paradise, Carly-

for more than six months, which was further reason to

Rae Jepson’s I Really Like You, Linkin Park’s Numb, andcreate a more integrated course.

Travis’Moving) were included.

Participants

Pedagogical Procedure

The study incorporated a selection of first-year

The final 20 minutes of each 90-minute lesson werestudents from a Japanese university taking part in a

dedicated to the music activity, which was split into two

mandatory reading course in the fourth quarter of thesections: the introduction of a new song followed by a

2016/17 academic year. In all, 126 students across fourcomprehension check combined with a general discussion

classes took part: 89 male (71%) and 37 female (29%).

about the lyrics. The two sections worked as follows:

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Section one consisted of the music segment, which

an environment in which they feel motivated to learn andinvolved a gap fill activity using the chosen songs’lyrics,

which promotes communication and a sense of teamwork.

time for the students to confer on their answers, andPresenting the students the opportunity to work witha group check, where the teacher read out the correct

every other student in the class is one way of achievingwords. The song was played once as the students

this goal. Taking this into account, each lesson was

followed along reading the lyrics. The students could

engineered to present learning in a relaxed and friendly

use this time to choose the appropriate words from amanner in which humor and friendship were vital andvocabulary box at the bottom of the page containing

trust and respect for all members of the class wastwenty-five to thirty missing words from the lyrics. Afterencouraged. One of the main goals for every lesson was

listening to the song once, the students had 2 minutes toan emphasis on the students trying their best regardlessconfer with their partner. The song was then played aof mistakes or errors, which was reflected in the bonus

second time followed by a further 2 minutes of conferring.

participation points system. The students knew that they

Finally, the teacher read out the correct answers and thewould receive bonus points for trying, which included

students checked how well they did.

bonus points for incorrect answers as well as correct
answers.

Section two consisted of a comprehension check on
the back of the lyrics sheets using questions relating thecontent of the song and the general meaning of the lyrics,

Results

which the students worked on and discussed as a pair

The results are based on an examination of qualitativein English. Each song was accompanied by a selection ofdata collected through the use of a post-course

ten multiple-choice and opened ended questions relating

questionnaire filled out by the students in the final lesson,

to the lyrics. The students had to work in pairs tocomments from an online questionnaire filled out by all

answer the questions and upon completion handed theirfirst-year students, and cumulative comments from thepaper to the teacher for checking. In order to develop

students comment cards. Both questionnaires offereda sense of competition, pique interest, and promotea mix of closed and open-ended questions to assess thegreater communication between partners, the first three

students’ impressions of the course. The questions

pairs to come forward with the correct answers were

were used to establish whether the students’opinion ofawarded six, four, and two bonus participation points

English education, their attitude towards western music,

respectively. The use of a point system greatly increased

and their perception of their own ability had changed

motivation and encouraged the students to cooperate andover the duration of the course. The questionnaires werecommunicate in English together to discuss the lyrics andalso anonymous to further encourage honest opinion. The

correctly answer the questions.

use of comment cards offered the students an informal

In addition to the music segment at the end of theway of communicating with the teacher on a one-to-class a general conversational activity was used at theone basis and served as a platform for the students tostart of each lesson. This helped the students get tovoice their opinions and ideas while they remained fresh

know all of the other students in the class, allowed thein their minds after each lesson. Despite the reluctancestudents to begin each class by functioning directlyof the majority of Japanese students to vocalize theirin English, and reduced anxiety through the informal,

feelings directly or engage in conversation with thefriendly nature of the conversation practice. It alsoteacher regarding their ideas and opinions on theoffered the students’a chance to increase their use ofclassroom dynamic, many of the participants gave veryspoken English each lesson, as the reading course relies

emotional, self-revealing responses and comments onheavily on textbook and reading comprehension activities.

both the questionnaire and comment cards. Literature on

As a means of allowing each student the chance tothe characteristics of Japanese students (Bradley, 2013;

engage and cooperate with every other student in the

Dorji, 1997; Karan, 2005) suggests that Japanese students

class, the students were randomly assigned a new seattend to be quiet and reserved compared to students ofand partner at the start of every lesson. Davies & Pearse

other cultures and are generally adverse to speaking out(2000) emphasized the importance of offering students

or taking risks in the classroom. Similarly, Allen (1996)

plenty of opportunity to participate together in class instates that Japanese students tend to shy away from

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expressing their opinions, debating, or even discussing

those students included:

issues. Bradley (2013) explains that a frequently cited
reason for this apparent lack of personal expression in the

S1: I don’t like pop music, so I am not interested in music

English language classroom is a strong group mentality

time.

and desire to maintain group cohesion. With this in mind,

S2: The songs are too fast and I can’t catch all of thethrough the use of comment cards and questionnaires,

missing words. It’s too difficult.

the students were able to express their feelings and ideas

S3: I want to listen to different genres of music.

regarding the use of western music, and the English

S4: I am shy and have trouble talking to other students.

course on a whole, without having to worry about the

I feel bad for my partner because I can’t help during thestress of speaking out in front of classmates or deal

pair activity.

with the insecurities that arise through face-to-face

S5: I am too slow, so I can’t get bonus points. I think it iscommunication.

unfair.

Student Comments

All of the points raised by the students will be used
to improve possible future studies and will be taken into

The students were very forthcoming with theirconsideration for the author’s regular English courses,

comments regarding the course. The majority of theparticularly the negative feedback. Additionally, thecomments focused on the ways in which the use of music

author has developed an elective English Through Music

provided a platform for communication and boosted

course for second-year students which aims to expand

motivation to effectively interact with other students

the scope of this study and offer students interested inin English. In addition, many students expressed amusic the opportunity to further their English education.

newfound interest in western music explaining how
exposure to various songs in class had sparked a greaterinterest in understanding what the content of the lyrics.

Communicative Ability

The majority of the students also commented that

Looking specifically at communicative ability,

they felt their English had improved. Out of the 126

comments from the students showed that the majority

participants, 107 (85%) stated that their opinion of English

felt their ability had improved and that a greater focus

had positively changed since taking the class. Commentson communicating in English was highly motivating.

included:Comments included:

S1: I hated English before this class, but now I have come1.“授業の席が毎回変わるので，色々な人とペアになって

to enjoy it.

学習することが最高でした”- Changing seats and getting

S2: I am more interested in English than before.

to work with different people every lesson was fantastic.

S3: I was able to successfully communicate in English

2.“たくさんの人と英語でコミュニケーションをとる機with my friends.

会があって楽しかった。特にペアワークでは，ペアと協S4: I’m not good at English but I’m now interested in

力して英語ができてよかった”- Getting the opportunity

English thanks to this class.

to communicate with lots of people in English was really

S5: Before this class I wasn’t good at listening to English,

fun. Specifically, being able to collaborate with a partner

but now I’m a little good at it.

during‘pair work’in English was great.
3.“楽しみながら，またペアでのトークによるコミュニケー

The remaining 19 students (15%) circled‘No’to theション能力の向上が計れた点”- Through the use of pairquestions asking whether their opinion and perception

work I was able to have fun and develop my speaking

of English had changed due to this class and whether

ability.

they found the music section useful. 17 of those students

4.“楽しく授業できるように構成されており，また，ペア

commented that their opinion and perception of English

授業なので，わからないところをお互いに共有でき，英語

had not changed either positively or negatively; however,で教えあうこともできたので良かった”- The course wasthree students did state that they had some negative

constructed in a way that allowed us to have fun whilst

views regarding the music activity. Comments fromworking together in English and helping each other if

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there were things that we didn’t understand. It was

げで洋楽がすごく好きなりました。
“ - Until now, I had

great.

no interest in western music, but thanks to this class I

5.“英語の時間といえばあまり面白くないイメージだった

have come to like it.

けれど，この授業は楽しくて英語で話したことないクラ5.“毎回の授業がとても楽しいです。退屈しません。知スメートと話す機会ができて，とても良かったと思いまらないアーティストの曲を聞いて，洋楽が大好きになりす“ - I didn’t have a positive image of English up until

ました。授業中に英語で話す機会も与えられているため，

now, but this class was fun and I was able to use English

しっかりと実力がついている実感があります。毎回の授

to talk to classmates who I had never spoken to before,

業でパートナーが変わるため，友達の輪を広げることも

which was great.

できています。ほんとに素晴らしいと思います” - Every
class was fun and I never got bored. I now love English

Motivation

music because this class introduced me to many songs
and artists I didn’t know. We had many chances to speak

Looking specifically at motivation, it was apparent fromin English during the lesson, which really helped me

the comments that the use of music, an emphasis on

improve. Finally, we switched partners every lesson, so I

understanding the lyrics, the style of lesson, and the need

was able to make a lot of new friends, which was great.

to cooperate during pair activities were instrumental in

6.“先生とコメントシートで話すのが楽しかったし，洋楽

creating a fun atmosphere, which motivated the students

を聞くことも楽しかったので毎週英語を楽しみにしていto do their best. Students who had had negative opinions

ました”- Exchanging messages with the teacher on theof English up until this class stated that they hadcomment cards and listening to music was really fun, so I

developed a positive attitude towards English and werelooked forward to English class every week.

motivated to improve their skill. Comments included:
1.“英語はずっと苦手だったけどこのコースは毎回楽し

Motivation through Music

かったし，聞いた音楽を家に帰って YouTube で調べて

It was clear from the questionnaires that the students

ずっと聞きました。これからも英語の練習をして，上手found the use of music very beneficial to their learning.

になりたいと思います”- I was always bad at English

76% ticked that they ‘very much’ enjoyed the use of

but thanks to this course I had fun every lesson and after

music during the lesson, that they felt it had improved

going home I searched for the songs on YouTube andtheir listening ability, and that it had increased theirlistened to them a lot. I now feel that I want to study

interest in western music. 16% ticked ‘a lot’, and 8%

English more and really improve my English.

ticked ‘a little’ regarding the same questionnaire

2.“授業内で問題を出し，早い者勝ちの形式でボーナスポ

questions. None of the students ticked ‘no’. Comments

イントを付与して，学生の参加意欲を引き出せている点

regarding the use of music included:が良いと思う”- By creating a‘fastest pair’bonus point
system, the teacher was able to draw out the students’

1.“洋楽を聞き取ることで本当のネイティブな発音を意識

motivation, which I feel was really good.

できるし，興味深くなるし，自分の発音も上達すると思3.“授業中に，ペアワークが多く組み込まれており，コいます”- Listening to music allowed me to focus on real

ミュニケーション能力の向上や，自分の苦手な部分や問題‘native’ pronunciation which was really interesting and Iの改善点の発見に役立った。また，各所に競争の要素が取think it helped me improve my pronunciation.

り入れられており，積極的に参加することができた。毎2.“音楽が楽しいし，みんなとコミュニケーションがとれ

時間の振り返りシートで教員とコミュニケーションをとて良かったです。ミュージックがいいと思います。家でもることができた点もよかったと思う”- There was a lot of

洋楽を聴くようになりました”- The music was fun andpair work, so I was able to improve my communication

communicating with everyone in the class was great. I

skills, which helped me highlight areas where I wasfeel that the use of music is good. I even started listening

having trouble. Also, due to the competitive nature of theto western music at home.

lessons, I felt motivated to be proactive in class. Finally,

3.“授業中に洋楽を使った課題をすることで今までの洋being able to communicate with the teacher through the

楽のイメージが変わってよかった。好きになりました”-

comment cards was excellent.

Thanks to the music activities in class I feel that my

4.“今まで洋楽に興味がなかったけど，このクラスのおか

image of western music has changed. I’ve come to enjoy

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it.

courses offered to first-year university students, which

4.“洋楽を聴くことでリスニング力を上げることができた”

could ignite the intrinsic motivation required to engage- I was able to improve my listening skill through thefurther in English outside of the classroom as well as

use of music.

fueling the desire to remain active throughout each

5.“音楽を聴くのがとても楽しい。楽しみながら英語を学

lesson and over the duration of the course. This idea wasべた”- Listening to music is really fun. We were actually

the driving force being the investigation. Introducing

able to enjoy and have fun learning English.

the students to a different style of English lesson

6.“洋楽を聞いてリスニングの力を鍛えることができる”

coupled with a greater focus on developing their overall- Through the use of music I was able to develop mycommunicative ability was enough to open the eyes oflistening skill.

students who had hitherto developed a firm disliking ofEnglish.

Discussion

Comments on post-course questionnaires showed

As stated previously, it is crucial that thethat there was a marked shift in the perception ofdifficulties encountered regarding effective listening

English by the majority of the students. More than 72%

be acknowledged before they can be dealt with, andof the participants stated that they disliked Englishthat through developing an awareness, it is possible toand had struggled with their English education prior

exercise control over those difficulties, thus leading toto participation in the author’s lessons. However, withmore productive and effective listening behaviors. In

a greater focus on developing communicative ability

the case of the L2 classroom, lack of interest, increased

through the use of popular music and activities using

anxiety, low confidence, and reduced intrinsic motivation

lyrics, almost all of the students stated that their opinion

can greatly affect a student’s listening ability.

of English had changed, they paid more attention to
English music and actively tried to understand the lyrics,

Studies using Japanese students have reported
that Japanese students in English classes tend to be

seeking out other songs by the artists listened to in classin order to practice their English at karaoke.

reluctant to speak English and lack motivation when
asked to perform oral communication tasks (Cutrone,

The level of enjoyment of the students is a significant(2009; Savasçi, 2014). While participation remains steadyfactor as this also leads to increased motivation to learn

during classes such as reading, writing, and listening,

English. In this study, the author used a variety ofwhich generally don’t place focus on the students’popular songs to develop a more engaging and exciting

communicative ability, there is a noticeable decrease

atmosphere in the classroom. The results can be related

in willingness to communicate when it comes to oral

to past studies (Lo & Li, 1998; Wong, 1987; Zanuddin,

communication. The results of this study show that the

Yahya, Morals-Jones, & Arizane, 2002), which showuse of music can directly target many of the difficulties

that music can be a driving force for motivation in a

students encounter in the English language classroom byclassroom. Although the course consisted of just 15

offering a novel approach, which simultaneously raises

lessons, many of the participants displayed a greaterinterest in the lesson, reduces performance anxiety, andconfidence and more clear and accurate pronunciation

boosts confidence levels and intrinsic motivation. The

when speaking in English by the end of the course.

students were also much more willing to communicate
in English and were enthusiastic about participating in
discussions based on the content of the lyrics.

Limitations
Despite the positive results, certain aspects of thisThis study aimed to investigate the positive influence

study will need to be addressed before any future studies

listening to western music can have on students’are conducted. As mentioned in the methodology section,

perception of English and on their motivation to learn

the length of the study was restricted to the 15 lessons

English. One of the overarching goals came with thecovering the reading course. In order to accurately

assumption that students could potentially learn English

determine an increase in motivation and communicative

beyond what was being taught in the four fundamental

ability a longer study may prove more beneficial.

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This could be achieved by increasing the number ofthe course. These results are comparable to the positive

participating courses. Incorporating students fromfindings of similar studies making use of music in the L2

different classes over the course of a full academic year

classroom (Arévalo, 2010; Ganschow, Sparks, Anderson,

would offer a more comprehensive sample from which to

Javorshy, Skinner, & Patton, 1994; Garcia, 2015; Lake,draw comparisons and results. Additionally, collaboration

2002; Schoepp, 2001). This was achieved through the usewith other faculty members could allow the students toof western music and a greater emphasis on reducing

follow a similar style of lesson as they progress throughanxiety through pair work and extensive communicationeach of the four mandatory English classes over thein English. The music activity used as the basis for thiscourse of their first year at university. Generally, students

study serves many purposes. It provides exposure toare taught by a different teacher for each of the four

authentic, yet accessible language that the students cancourses, however, cooperation on the part of the teachers

readily hear on TV, movies, radio, and at karaoke, andcould ensure the same style of activities are offered tooffers them the opportunity to obtain a more detailed

the students over the course of a year.

understanding of the way English is used. It also sparksinterest in the target language introduced in each song,

The course used as the basis of the study can greatly

allowing students to talk together about the topic of the

impact the results. Establishing the study based onsong and to practice understanding the meaning of thethe reading course left relatively little time to focus

songs, instead of purely listening for melodic appreciation.

on increasing the students’ conversational ability andlistening comprehension. Making use of the speaking and

The use of music has been shown to significantly

listening courses offered in terms one and two would

reduce anxiety and increase motivation (Cook, 1997; Enghprovide a better platform from which to assess the2013; King, 2010; Ndububa & Ajibade, 2006), and was one

students. Furthermore, pre and post evaluations of theof the major findings of this study. Abundant empirical

students could offer quantitative data to indicate whether

evidence also suggests that the use of music and songcommunicative ability had improved.

lyrics can greatly enhance students’success in second
language acquisition; specifically in the areas of listening

Incorporating interviews to increase available datacomprehension, vocabulary recall, pronunciation, andcould also prove beneficial. Opdenakker (2006) explains

phonology (Medina, 1990; Schön, Boyer, Moreno, Besson,that the use of face-to-face interviews can take advantage

Peretz, & Kolinsky, 2008; Schunk, 1999). The positiveof social cues. Social cues, such as voice, intonation, andresults of this study will hopefully encourage others tothe body language of the interviewee can provide thereap the benefits of incorporating music into the English

interviewer with a lot of extra information that canlanguage classroom.

be added to the verbal answer of the interviewee on aquestion.
Most importantly, student feedback from this study
will enable the author to refine future studies and provide

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