How does the use of song-based activities impact the listening skills of A2 level
tenth-grade students at the Educational Institution Francisco Huerta Rendon during the
academic period 2025-2026?
- What is the current situation regarding listening skills development in
A2 tenth-grade students at the Educational Institution Francisco Huerta Rendon during
the 2025-2026 academic period? - What are the theoretical foundations of song-based activities concerning
listening skills? - How does the design of a pedagogical guide for activities using
Lyricstraining.com development enhance listening skills? - How can the use of Lyricstraining.com improve listening for A2
students?
To determine the impact of song-based activities on the improvement of
listening skills through field, bibliographic, and statistical research, aiming to design a
pedagogical guide for teachers using lyricstraining.com to enhance listening
comprehension in the EFL classrooms.
- To identify current English Listening skills difficulties in A2 tenth-grade
students through bibliographic and statistical analysis, survey students, and interview
English teachers. - To assess the song-based activities through field research, bibliographic
research, and statistical analysis, and improve their listening comprehension in order to
achieve the required level. - To design a pedagogical guide for teachers to improve listening skills
using Lyricstraining.com to enhance listening comprehension in the EFL classroom by
interpreting the obtained theoretical and factual data.
- To identify current English Listening skills difficulties in A2 tenth-grade
students through bibliographic and statistical analysis, survey students, and interview
English teachers. - To assess the song-based activities through field research, bibliographic
research, and statistical analysis, and improve their listening comprehension in order to
achieve the required level. - To design a pedagogical guide for teachers to improve listening skills
using Lyricstraining.com to enhance listening comprehension in the EFL classroom by
interpreting the obtained theoretical and factual data.
To determine the impact of song-based activities on the improvement of
listening skills through field, bibliographic, and statistical research, aiming to design a
pedagogical guide for teachers using lyricstraining.com to enhance listening
comprehension in the EFL classrooms.
Research Premises
Using songs motivates students to practice listening.
- The use of songs improves listening skills and pronunciation
- Listening as a receptive skill helps to improve speaking skills.
- The application of song creates an English-fostering immersive
environment - The implementation of songs helps with authentic vocabulary and
pronunciation, enhancing speaking as a productive skill and listening as a receptive
skill.
SONG-BASED
ACTIVITIES
Emotional and Motivational
Aspects -Cultural and Communicative
Exposure-Linguistic and Pronunciation
Development
LISTENING
SKILLS
Comprehension Skills-Interpretative and Predictive
Skills-Phonological Recognition
Emotional and Motivational
Aspects
- Anxiety Reduction
- Motivation
- Positive Attitude
Cultural and Communicative
Exposure
Dialect Recognition
- Cultural References
- Communicative Context
Linguistic and Pronunciation
Development
- Pronunciation Accuracy
- Vocabulary Learning
- Memory Retention
Comprehension Skills
- Listening for Gist
- Specific Information
- Detailed Understanding
Interpretative and Predictive
Skills
- Predicting Ideas
- Making Inferences
- Context Interpretation
Phonological Recognition
- Phonological Features
- Sound Discrimination
- Accent Awareness
Pedagogical Foundation
“The Cognitive Constructivist Theory” by Piaget (1970, as cited in Harputra
and Tambunan, 2024) and “The Social Constructivist Theory” by Vygotsky (1978, as
cited in Harputra and Tambunan, 2024) both authors share the view that Constructivist
theory is a useful and effective method that enables learners to construct knowledge
and develop their critical thinking skills, thereby enhancing their problem-analysis
competencies. Also, students play a significant role in the cognitive development
process through experiences and social interaction, while the teacher serves as a
facilitator, assisting and guiding students throughout the learning process. The use of
song-based activities in the classroom helps students acquire the target language and
enhance their listening skills in an enjoyable environment where the teacher serves as
their learning support, providing activities that help them construct knowledge through
experience and social interaction, which assist the learning process.
Linguistic Foundation
The behaviorist theory states that language acquisition is developed through
stimulus-response in the internal thinking process. Additionally, Language acquisition
begins in an interactive immersion environment. Children’s language development is
driven by imitation, repetition and reinforcement during intensive drills (Skinner 1957,
as cited in Napitupulu & Bako, 2024). The use of song-based activities creates an
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interactive environment that helps EFL learners enhance their language learning
performance through repetition, word imitation, and stimulus-response activities. These
are important factors in language acquisition. As a result, repetition and imitation of
words enhance students’ pronunciation and improve their listening skills during the
language-learning process.
Psychological Foundation
According to Krashen (1981, as cited in Sadiqzade, 2025), learners acquire the
target language in a relaxed, confident and motivated learning context. This theory is
known as the Affective Filter Hypothesis. The use of songs creates a fostering
environment that reduces stress and anxiety and encourages students, providing a low-
effort, enjoyable, and effective filter barrier in language acquisition. As a result, the use
of songs creates an enjoyable learning environment that increases students’ motivation
and reduces affective barriers, thereby facilitating second-language acquisition.
Besides, a motivational environment through songs helps students improve their
listening comprehension and encode information in a positive language-learning
context.
Technological Foundation
The incorporation of songs into language teaching through digital platforms or
tools improves listening skills. In fact, platforms such as ESLVideo, YouTube, and
LyricsTraining allow students to access authentic audio content, control reproduction
speed, and practice their listening comprehension through dynamic activities. Its
pedagogical use promotes student autonomy and creates an interactive and entertaining
environment, achieving increased participation in the classroom and promoting the
development of the target language.
Due to this, Marsela et al. (2024) mention that music platforms such as Spotify
can be used by students to improve their listening comprehension skills, as they provide
song lyrics and contain podcasts. As a result of using these platforms, students begin to
understand pronunciation and associate words according to context, promoting
vocabulary development. In addition, podcasts expose students to different topics,
accents, speaking speeds, and uses of language in daily life.
Interaction/Correlation of Variables
The correlation between the use of song-based activities and improved listening
skills derives from the fact that songs serve as a pedagogical tool, stimulating the brain
through rhythm, rhyming lyrics, and melody, reducing anxiety and fostering intrinsic
motivation in students. Therefore, music helps the ear find and recognize differences in
contractions, pronunciation, intonation, and various types of accents. Considering that
it serves as an immersive method for learning the language, its constant practice
improves comprehension skills, vocabulary acquisition, and grammar.
As mentioned by Afriyuninda and Oktaviani (2021), students are able to
memorize and commit to long-term memory a song that was heard in class on a specific
topic. To comprehend that, traditional activities are often monotonous, which generates
a high cognitive charge without significant emotional attachments. On the other hand,
incorporating music reduces psychological resistance to complex content, achieving
active and entertaining learning.
Conclusions
The results of the survey and observations indicate that most students
experience difficulties in consistently understanding both the main idea and specific
details of English listening activities. Although students demonstrate some level of
comprehension, their understanding is irregular, as many reported that they only
sometimes or rarely comprehended the content of audio materials. This suggests that
listening comprehension skills are not fully consolidated and require systematic
instructional support.
* The data reveal that limited vocabulary knowledge and weak
phonological recognition are major factors affecting students’ listening comprehension.
Survey responses show that many students struggle to understand spoken words, while
observations confirmed difficulties in pronunciation and sound recognition. The teacher
interview further supported these findings by identifying phonological awareness as
one of the most challenging aspects of listening development.
* Students’ confidence levels during listening comprehension activities
vary considerably, with a significant group reporting low confidence or feeling insecure
when performing listening comprehension tasks. This lack of confidence can lead to
reduced participation and caution when interacting with the language, which negatively
affects listening comprehension performance and language development.
* The results show that most students perceive songs as a fun and effective
resource for learning English. Students associate song-based activities with improved
vocabulary learning, improved pronunciation, and increased motivation. In addition,
many students expressed a strong desire to do more listening comprehension activities
that include songs.
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- Both students and teachers expressed positive opinions about the use of
digital platforms and applications that include songs for practicing listening
comprehension. The survey results show that these tools improve comprehension and
motivation. However, classroom observations revealed limited use of these digital
resources during regular classes. - The observation checklist noted the lack of explicit comments on
pronunciation and sound recognition during listening comprehension activities. This
limitation reduces opportunities for students to correct errors and improve their
listening comprehension and speaking skills.
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Infinitives and Gerunds77
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Gerunds as objects of prepositions 124
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-ed adjective +preposition27
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verbs + prepositions11
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adjectives +prepositions49
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phrasal verbs 516
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phrasal verbs 616
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phrasal verbs 112
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phrasal verb 215
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phrasal verbs 816
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phrasal verbs 716
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phrasal verb 916
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problem and objective19
