Exploring the Impact of English songs on Vocabulary Teaching: Perspectives of EFL Teachers in Misurata private schools , Libya.

Abstract

The integration of English songs into language education has garnered significant attention in recent years, particularly within the context of teaching English as a Foreign Language (EFL). Utilizing music—specifically songs—can foster a dynamic and engaging learning environment conducive to vocabulary acquisition among young learners. Existing research indicates that musical elements can enhance learner motivation, facilitate memory retention, and promote a deeper understanding of linguistic structures (López, 2020; Murphey, 1992).
Young learners are known to derive substantial benefits from multisensory learning experiences, and music serves as an effective medium for accommodating diverse learning styles (Kokotsaki & Hallam, 2007). The rhythmic and melodic characteristics of songs contribute to phonological awareness and enhance pronunciation skills (Folkestad, 2006). Additionally, songs often provide cultural contexts that make language learning more relevant and enjoyable (Brumfit, 1984).
In the Libyan context, where English is increasingly recognized as a vital skill for academic and professional success, the role of music in EFL instruction becomes particularly salient. Despite the potential advantages, there exists a dearth of research exploring the perceptions of EFL educators in Libya regarding the incorporation of music into vocabulary instruction. This study aims to investigate these perceptions among EFL teachers in Misurata, thereby contributing to the expanding body of literature on effective language teaching methodologies.