Exploring EFL Lecturers’ Perceptions of English Songs as a Pedagogical Tool for Developing Listening Skills

Abstract

This study explores EFL lecturers’ perceptions of English songs as a pedagogical tool for developing students’ listening skills in a university setting. Employing a qualitative narrative research design, semi-structured interviews were conducted with three English lecturers from the same department. The data were analyzed thematically to identify patterns in participants’ experiences and viewpoints. Findings reveal that all lecturers hold positive attitudes toward integrating English songs into listening classes, citing increased student motivation, engagement, and participation. Participants reported that songs, when carefully selected for linguistic clarity, cultural relevance, and student interest, enhance comprehension, vocabulary acquisition, and listening proficiency. Challenges noted include fast speech in song lyrics, limited vocabulary, and technical constraints in classroom facilities. The results suggest that English songs not only serve as an enjoyable learning medium but also foster a cooperative and interactive classroom environment. The study underscores the importance of song selection criteria and supports the integration of music-based resources in EFL listening pedagogy. Recommendations for practice and directions for future research are discussed