THE EFFECT OF USING SONGS ON SECONDARY SCHOOL STUDENTS' LISTENING COMPREHENSION IN EFL CLASSES

One of the most important but understudied skills in English as a Foreign Language (EFL) instruction, especially in secondary school, is listening comprehension. This study examines how song-based activities affect secondary school EFL students’ listening comprehension between the ages of 14 and 17. The study methodically investigated how adding songs to EFL classes affected students’ listening performance, engagement, and general classroom participation using a structured classroom observation design over a six-week period. Students in the song-integrated classes showed significantly higher levels of attention, enhanced capacity to recognize important information, and increased spontaneous participation in post-listening tasks, according to observational data. The results show that songs are useful teaching tools because they offer natural repetition of phonological patterns, lower affective barriers, and provide authentic language input. The study offers useful suggestions for secondary school EFL teachers and adds to the expanding corpus of research on multimodal approaches to listening instruction.

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