Ekonomi ve Sosyal Araştırmalar Dergisi

Araştırma

Journal of Economics and Social Research

ISSN: 2148-1407
Makale Başvuru/Kabul Tarihleri:
Received/Accepted Dates: Cilt 3, Sayı 5, Yıl 2016
01.06.2016/20.06.2016

Using Songs to Teach English to Young Learners1

Sezgin ÇOCUK
Mardin Artuklu Univ.
[email protected]

Abstract
In today’s world, teaching English to children has gained considerable attention and the utilization of
songs in language learning of children has become a subject that has increasingly drawn more
interests. Studies have shown that the inclusion of songs in language teaching, especially in language
teaching programs which are prepared for children contributes to the formation of a more
comfortable language learning atmosphere. Besides, technological developments have rendered the
utilization of language teaching materials in children's language classes far smoother and more
functional. This situation obligates the adaptation and incorporation of technologically-produced
materials including songs into language teaching. The aim of this paper is to present a review of the
relevant literature that regards the use of songs to teach English to young learners. Besides, reasons
for using songs and criteria for the selection of songs that are used in young learners' language
classes are provided.
Keywords: Young Learners, Songs, Motivation.

INTRODUCTION
Course books that are employed in English courses possess various activities many of which do not
interest students, which consequently leads students to lose their concentration on the content of
the course and regard it as uninteresting and tedious. In the process of language learning, children
endeavor both cognitively and affectively to learn a language. The way they are instructed a language
is different than that of adult learners, which means that second language instruction of children
obligates their language instructors to possess specific competences and insights. In addition,
grammatical structures and explanations that are to be instructed to children need to be handled
with extreme caution due to the fact that the attention span of children is rather restricted, which
means that appealing and entertaining activities should be provided for them in the course. Similarly,
their immediate environment quite interests them. Therefore, English courses of children should be
enriched with appealing and charming activities to sustain children’s enthusiasm and concentration
(Brown, 1994).
1. YOUNG LEARNERS
Each child is regarded as a unique individual that possesses his / her own characteristics and
develops independently at different times and different stages. However, children possess similar
characteristics that are relevant to their age and basic skills that language teachers should be aware

1
This paper includes a part of the Master's Thesis 'English Teachers' Opinions about Using Songs to Teach English to
Children (The Sample of Diyarbakır City)'. Dicle University, Graduate School of Educational Sciences, 2016
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of due to the fact that is it quite essential for their language instruction to be much smoother and
more straightforward. Scott and Ytreberg (1990) favor the fact that each child develops
independently arguing ‘‘some children develop early, some later. Some children develop gradually,
others in leaps and bounds’’ (p. 1). If language teachers ignore children’s developments regarding
their cognition, emotion, language and anatomy and do not have any knowledge, teaching a
language to them will be rather compelling. In their attempt to learn a language, YLs will
demonstrate distinct behaviors and attributes that language teachers should take into consideration
constantly. Pinter (2006) clarifies characteristics of YLs as follows:
• YLs are pupils of pre-school or elementary school.
• Imaginative, fantastic events or things in addition to physical actions quite interest them.
• Even in their native language, YLs narrowly read and write.
• Even though they cannot analyze language, YLs can pick out meaningful items.
• They quite care about themselves. Others do not interest them much.
• They often approach language holistically.
Harmer (2007) clarifies some characteristics of YLs arguing that YLs learn a language differently than
adult learners and YLs do not generally concentrate on learning a language. Rather, they can benefit
and learn from everything that is around them and seeing, hearing, touching and interactions are of
paramount importance for them to be able to comprehend and learn. Additionally, formal grammar
instruction does not interest them and they are often in pursuit of learning the world around them,
which as a result makes them quite enthusiastic and curious. What is more, they quite appreciate
being praised by their teachers in addition to talking about their own experiences. They cannot
concentrate on something longtime due to the fact that their attention span is around ten minutes.
When they are not provided with attractive and entertaining activities, they can immediately and
simply get bored. Therefore, these characteristics of YLs should be taken into consideration by their
language teachers.
Similarly, Slattery and Willis (2001) hold the belief that language teachers should not ignore the
characteristics of YLs arguing that such ways as seeing, hearing and doing are quite supportive to
their language instruction since they often fail to figure out grammatical explanation. Additionally,
non-verbal clues aid YLs in comprehending a new situation and they often attempt to utilize their
first language to make themselves clear, which bolsters their language instruction. Imitation aids
them in learning new sounds. Naturally, they are quite curious and keen on playing games and using
their imagination, yet their attention span is rather limited. Brewster, Ellis and Girard (2002)
comment on some characteristics of YLs expressing that they are often engaged in activities that
require physical effort due to the fact that they possess considerable amount of energy. Although
their learning takes place gradually, they forget quickly. Besides, they are quite good at imitating.
When an activity quite interests them, their attention span can be surprisingly long, yet they can
simply lose their attention, which results in boredom. They are quite interested in their own world.
Halliwell (1992) expresses some characteristics of YLs arguing that YLs start a language course with
some knowledge and ideas that they already have. While they attempt to learn a language, they
endeavor to exploit their skills and they do possess characteristics that aid in language learning. YLs
can utilize their rather limited knowledge skillfully and creatively and their unconscious learning is
much more dominant than their conscious learning. Besides, they often attempt to render what they
are engaged in much funnier. Smoothly, they can figure out separate words and besides, they can
exploit their imagination.

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Language teachers who teach English to YLs should take some assumptions relevant to their
language instruction into consideration. Life experiences of YLs are quite important for them in that
those experiences aid YLs in learning. Piaget in Hudelson (1991: 256) argues that YLs who are pupils
of primary school are usually at a stage that is described as concrete operational, from which the
conclusion can be inferred that those pupils highly appreciate touching to learn and besides, their
own life experiences are quite essential for them. They are quite often keen on dealing with objects
around them. Additionally, the fact that YLs are placed into groups in which pupils are acquainted
with each other bolsters up their language instruction. Similarly, Vygotsky in Hudelson (1991: 257)
says that when YLs are placed into groups in which some pupils are better than others, they will
benefit from this, which justifies that language teachers should provide such contexts for YLs.
Moreover, interaction is quite informative for YLs. Mercer and Mercer (2001) clarify some specific
characteristics of YLs that language teachers should be aware of so that YLs can be included in the
process of learning English. Some crucial characteristics of YLs are as follows:
• YLs are quite self-centered. That means that they are quite interested in their own world.
• Their families and peers may aid them in learning.
• Young pupils quite appreciate playing games. While they are playing, they both enjoy and learn.
• They are indeed interested in new experiences to learn and they are often keen on imitating the
adults around them. As they keep imitating adults, they will soon start to converse naturally what
adults say since YLs are not afraid of making mistakes so much as adult learners.
• They often learn through such senses as seeing, touching and hearing. Such senses are quite
essential for them.
• Language instructors of YLs should provide them with attractive activities to sustain their
attention span due to the fact that YLs possess a rather restricted attention span.
When language teachers teach English to YLs, they should take the aforementioned characteristics of
them into consideration and they should be able to obtain some essential conclusions regarding their
characteristics and their language instruction. Harmer (2001) argues that language teachers of YLs
should provide distinct and rich activities that aid young pupils in learning. Besides, teachers should
develop good and sincere relations with YLs and they should design flexible and attractive activities
and practices that prevent pupils from losing their attention and motivation. When a child comes to
the world, he / she is instinctively qualified to learn language (Halliwell, 1992). They do possess some
characteristics that aid in learning and language teachers should be aware of those characteristics to
aid pupils in exploiting them most ideally. Young learners’ holistic approach to language prevents
them from being able to analyze language and their learning is mostly unconscious (Halliwell, 1992;
Cameron, 2001; Slatterly & Willis, 2001). Absolutely, YLs should not be provided with activities and
practices that require them to analyze language due to the fact that such practices and activities will
not be much rewarding for them (Lobo, 2003). Additionally, language teachers of YLs should create a
meaningful context for them since they are quite interested in comprehending the meaning of a
language item.
YLs can learn a language item swiftly, yet they forget it that fast, which is quite a common
characteristic of YLs (Keddle, 1997; Scott & Ytreberg, 1990; Slatterly & Willis, 2001). Repetition is of
paramount significance for YLs in that if they are not provided with activities and practices that
possess repetitions, they will not keep what they have learnt in their mind longtime (Lobo, 2003).
Language instructors should ‘‘constantly recycle new language’’ and ‘‘add new things and use words
that they will not know’’ (Slatterly and Willis, 2001: 4). The short attention and concentration span of
YLs is a rather major issue (Holden, 1980, Wood, 1988; Slatterly & Willis, 2001; Scott & Ytreberg,

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1990; Cameron, 2001; Brewster et al., 2002). They cannot concentrate on something longtime, which
results in the fact that they are simply distracted. Especially, when they are exposed to too
demanding activities, they can immediately lose their motivation (Cameron, 2001). Scott and
Ytreberg (1990) argue that providing YLs with attractive, colorful and rich activities and practices is
quite essential. Moreover, YLs are quite occupied with the world around them, which renders it
important for teachers to expose YLs to both the spoken world and physical world. Feeling amused
and relaxed is quite indispensable for YLs. When language is not presented in an attractive way, it will
not appeal to YLs, which as a result makes them feel unmotivated.
2. EXPLOITATION OF SONGS IN YOUNG LEARNERS’ ENGLISH INSTRUCTION
The flexibility of most songs renders them quite worth using in young learners’ English courses and
songs possess many functions to be integrated into language instruction. The use of songs to teach
English advances young learners’ listening skill in addition to pronunciation, which will potentially
improve their speaking skill (Murphey, 1992). Songs can also be employed to teach vocabulary and
grammatical structures as well as the culture of the people who speak the target language (Murphey,
1992). The most remarkable aspect and potential of songs is the amusement that they provide for
YLs, which is of paramount importance in their English instruction. Additionally, songs efficiently
render English courses more intriguing for YLs, which enhances pupils’ motivation.
When YLs are presented a new language through songs, they are to feel quite delighted and self-
sufficient due to the fact that the tedious and monotonous atmosphere in a traditional language
course is broken. The integration of songs into language instruction of YLs is quite beneficial for them
since they acquire and learn new vocabulary and grammatical patterns that they will later attempt to
use to communicate (Krouse, 1988). Le Roux (2002) favors the integration of songs into language
instruction of YLs since songs make YLs feel more relaxed and besides, songs arouse positive feelings
and attitudes in YLs.
Purcel (1992) argues that when pupils are required to listen to the same story and dialogue
repeatedly to pick up new vocabulary and phrases, it is a prevailing issue that they will simply get
bored. However, listening to the same song repeatedly does not bore pupils that much due to the
fact that songs possess rhythmical and melodic patterns. Besides, songs advance young learners’
listening skill since they provide pupils with practices of distinct intonation and melody. Murphey
argues that songs get embedded into the mind quite smoothly and ‘‘songs work on our short and
long-term memory’’, which renders them quite worth utilizing in language courses (1992, p. 3).
Practices for producing new sounds are quite intriguing for YLs even if such practices require them to
spend a great deal of effort. Minimal-pair practices, which are preferred and employed by many
language teachers, are rarely attractive for pupils. However, practices of new sounds through songs
do not bore and tire pupils so much as minimal-pair drills do. Most songs like ‘Girls and Boys Come
Out and Play’ naturally include similarities between the rhythms that accompany consecutive beats
in them and the stress patterns of daily English (Richards, 1969, p. 162). Moriya (1988) finds songs
quite efficient for Asian pupils who learn English to be able to practice the pronunciation of English
without being challenged too much by compelling phonemic distinctions. Ohata (2004) points out
such compelling areas as syllables, vowels and consonants Japanese pupils who learn English
confront. Practices for pronunciation through songs interest and thus amuse pupils more than other
routine pronunciation drills.
The fact that most songs are based on a topic creates the necessary context for pupils to grasp new
vocabulary. The song ‘Head, Shoulders, Knees and Toes’ is quite a good resource to teach and
practice body parts. Songs that are written for YLs consist of monosyllabic words that are frequently
repeated, which exposes pupils regularly to those words and thus leads to better vocabulary
acquisition. Most songs that are written especially for YLs possess grammatical patterns and

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sentences that handily get placed into pupils’ mind and songs are worth exploiting to review a topic
or topics that students have learnt in the class. The song, for example, ‘Where is Thumbkin?’ can be
exploited to practice Wh- questions. Murphey (1992) argues that in a typical song, each expression is
followed by cessations long enough for pupils to grasp the language and English teachers should
adopt plain and regular songs.
Jolly (1975) holds the opinion that the integration of songs into language instruction creates the
relevant context for pupils to better acquire and understand the culture of the language in which a
song is written and songs are described as the mirror of a culture. According to Shen, ‘‘language and
music are interwoven in songs to communicate cultural reality in a unique way’’ (2009, p. 88). Songs
that reflect the culture of the target language are quite effective for adult learners. However, songs
that include intriguing historic events relevant to the target language can be exploited in language
courses of YLs.
Most songs comprise repetition and rhythmical patterns and the integration of songs into language
learning and acquisition process of YLs renders it quite entertaining, which is regarded as the most
remarkable aspect of songs. YLs are quite keen on songs and besides, they do not know anything
regarding language learning anxiety, which is experienced by most second language beginners
(Krashen, 1981). This fact renders the integration of songs into language instruction quite
indispensable and essential. Cameron (2001) strongly backs up the utilization of songs to teach
English to YLs. Additionally, Johnstone (2002) argues that young learners’ exposure to songs in the
process of language learning is to contribute to their language instruction remarkably. Additionally,
Demirel (2004) strongly advises the utilization of songs for listening and pronunciation practices in
addition to dictation in language instruction of YLs. Cullen (1998, 1999) states that songs are worth
exploiting in English courses due to the fact that YLs generally appreciate listening to songs. They
possess positive feelings and attitudes toward songs and music. This renders songs worth employing
to set a relaxing and non-intimidating atmosphere in the class and help pupils overcome their
hesitation and shyness in the process of language learning.
The attention span of YLs is rather limited, which requires language teachers to provide YLs with
various and attractive activities in the class. The fact that YLs should participate in the course when
they are quite sure that they are ready rather than when their teachers ask them to participate is of
paramount importance and songs provide this opportunity for YLs (Djigunovich and Vilke, 2000).
Songs are ideal tools for YLs to repeat and practice in language courses. Without songs, it is quite
possible that pupils will regard repeating and practicing language as rather dull, yet when they are
provided with opportunities to repeat it through singing activities, they are to feel much more
relaxed and amused and in return they are to be more familiar with the language (Rumley, 1999).
Additionally, Sharpe (2001) argues that as pupils are engaged in singing activities, they are gradually
to absorb the language and besides, songs set authentic opportunities for pupils to use the language
in high spirits. Songs are indispensable for YLs both inside and outside school. Basing language
instruction on this indispensable source of enjoyment for YLs normalizes language instruction and
renders it less stressful.
Using materials of high quality to teach English to YLs is of paramount importance. Among materials
that are worth exploiting in English courses of YLs, songs are regarded as quite valuable tools in that
they are authentic sources that provide YLs with considerable amount of aural input, which is of
great importance for young learners’ language instruction. Much research provides evidence that
clarifies the benefits of using song in language instruction of YLs (Schoepp, 2001; Mora, 2000; Liu,
2006).

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3. THREE REASONS FOR EXPLOITING SONGS IN LANGUAGE INSTRUCTION

Songs are worth employing to teach English to both YLs and adult learners when English teachers
take their linguistic skills and interests into consideration. In the process of their intellectual
development, children’s musical intelligence develops more clearly, which aids them in receiving
sounds and rhythms more (Davies, 2000). This is regarded as one of the reasons that render songs
worth exploiting in language courses. Additionally, Schoepp (2001) argues that there are three main
reasons for employing songs in language instruction; affective reasons, cognitive reasons and
linguistic reasons.
3.1. Affective Reasons
Stephen Krashen (1982) developed the Affective Filter Hypothesis, which justifies the influences of
affective factors on language instruction, which is of paramount importance for language teachers as
it explains pupils’ failure and success in language learning. Pupils should possess positive feelings and
attitudes toward language learning and English teachers are supposed to provide pupils with a
learning environment that will arouse favorable feelings and attitudes in them. Krashen (1982)
argues that pupils’ affective filter must be lowered for the best language instruction. Pupils with a
lowered affective filter are to develop positive feelings and attitudes toward language learning.
Contrarily, when pupils’ affective filter is high and strong, they are not to feel motivated to learn,
which means that they will not search for input. Language teachers are responsible for setting a
relaxing and non-intimidating atmosphere that will lower pupils’ affective filter. Songs are regarded
among tools that aid in lowering pupils’ affective filter, which will as a result bolster language
instruction. The utilization of songs in language instruction can boost pupils’ awareness and interests
in addition to motivation.
Sharpe (2001) argues that a suitable language learning atmosphere has to be provided to pupils to
lower their affective filter and songs can be exploited to lower pupils’ affective filter and promote
language instruction. Songs advance pupils’ four skills of English and additionally, Sarıçoban and
Metin (2000) propose the utilization of songs to lower pupils’ affective filter.
Eken (1996, p. 46) gives several reasons for employing songs in primary schools as in the following:
• To teach and practice a grammar rule, topic and lexis.
• To practice and promote listening activities.
• To promote pupils’ imagination and creativity.
• To render the class more anxiety-free and non-threatening.
• To render language instruction much funnier and richer.
• To stimulate pupils to express their feelings and attitudes.
• To disclose pupils’ mistakes more directly.
3.2. Cognitive Reasons
Music enables both hemispheres of the brain to function jointly connecting the functions of the right
hemisphere and the left hemisphere, which renders learning much faster and smoother. The brain of
a person functions further upon hearing music. Besides, music has been proven to aid in thinking
intellectually (Davies, 2000). What is more, the exploitation of songs in language instruction
promotes pupils’ automaticity, which is regarded as the primary cognitive reason for exploiting
songs. Gatbonton and Segalowitz (1988, p. 473) give the definition of the term, automaticity, as “a
component of language fluency which involves both knowing what to say and producing language

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rapidly without pauses”. When pupils are instructed language through songs, this will aid them in
improving language automatically. In the past, it was a traditional belief that language automaticity
of pupils in a non-communicative environment would be improved through just repetition drills, yet
the communicative teaching methodology argues that language automaticity can be improved
through different ways rather than repetition. Gatbonton and Segalowitz (1988, p. 476) argue that
language teachers should “place students in an environment in which it is appropriate to use target
utterances in a genuinely communicative fashion”. The repetitive and consistent nature of songs
creates opportunities for pupils to develop their language automaticity.
3.3. Linguistic Reasons
There are linguistic reasons for using songs in language courses especially in primary schools. Most
songs provide pupils with the language that they are to face in life rather than the formal language
that they are taught in the class. Domoney and Harris (1993) and Little (1983) argue that music is the
key source that exposes pupils to English outside the class, which remarkably promotes language
instruction. When they listen to their favorite songs, it is quite constant that they will desire to listen
to the song when they step out of the class. Songs’ repetitive nature aids pupils in developing their
fluency of colloquial English. Besides, songs can extend pupils’ vocabulary setting a convenient
context in which pupils can internalize new vocabulary quite well.
4. CRITERIA FOR THE SELECTION OF SONGS
Songs are worth using for language instruction. However, there appear to be issues that are relevant
to the use of songs in the class. Terhune (1997: 8) discloses some of them as follows:
• Pop songs do not possess any scientific value, which causes such songs to be regarded as
ineffective materials by teachers and pupils.
• Students possess different types of intelligence and learning style which cause trouble for learners
who are not interested in music.
• Physical conditions of a class and its being lack of technological devices such as a high quality
sound system pose difficulties.
• Pupils possess different tastes relevant to types of music.
• Songs, which are grammatically compelling for students, cause issues.
• Inappropriate sentences and words in a song create problems.
• Excessive repetitions in a song can cause boredom rendering it ineffective.
Jensen (2000) considers that some teachers may not have been trained enough to exploit songs fully
in language courses. Besides, teacher training programs do not provide anything useful regarding the
exploitation of songs in language instruction. When pupils are listening to grammatically compelling
parts in a song, it is a major problem that the teacher cannot slow down the song. Additionally, it is a
main problem for teachers not to be able to increase the tempo of a song when excessively repeated
parts are played.
When English teachers know how to exploit songs well, many of these problems will disappear.
Terhune (1997) expresses that when exploited effectively, songs are quite rewarding materials for
language instruction. Students may ignore the educational value of songs and they may lose their
concentration when they are incessantly exposed to songs without relevant and intriguing activities.
Therefore, language teachers have to design attractive activities relevant to songs to prove their
efficiency to pupils. To conclude, for the elimination of such difficulties and to avoid utilizing songs

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ineffectively, there are several criteria that should be taken into consideration by language teachers
in the selection of songs. Pupils’ interests, ages and language levels are of paramount significance in
the selection of songs. Sarıçoban and Metin (2000) hold the belief that songs possessing a story,
cultural components of the target language or incessant repetitions are quite worth exploiting. Griffe
(1992) mentions four essential criteria in the selection of songs as follows:
• The number of pupils in a classroom, their ages, interests and the time allocated to the course
should be taken into consideration.
• Teachers’ interests, ages, and the purpose of utilizing songs should be considered well.
• Physical conditions of a classroom, equipment in it and being able to design a course plan
compatible to the song are major issues.
• Type of music is also significance.
Songs that are to be utilized in the class should not comprise embarrassing components for pupils.
According to Sarıçoban and Metin (2000), there are two categories of songs; songs that are
convenient for adults and songs that are suitable for YLs. Popular songs that are culturally rich and
provide grammatical structures should be utilized for adult learners while songs that are quite
familiar and internationally popular should be picked out for YLs. Griffe (1992) believes that brief but
to the point songs that are also accompanied by drawings and visuals should be employed in the
instruction of YLs. However, lengthy and speedy songs may be convenient for adult learners and
students with a high level of language proficiency. Besides, the sound of a song should be clear and
recognizable for pupils.
Murphey (1992) argues that any ordinary song is worth using in the class and can be somewhat
motivating, yet songs especially trendy songs that pupils typically desire to listen to are to make the
most remarkable contributions to language instruction. Often, such types of song as rap and heavy
metal are not adopted by English teachers due to the heavy music that renders the vocabulary in
them obscure. Besides, such songs often provoke poor feelings and attitudes in the learner. Added to
this, songs containing abusive words should not be utilized. Some songs can be rather demanding
and compelling for pupils to comprehend, yet such songs can be exploited when supplementary
materials that will aid in comprehension are utilized (Abbott, 2002). Additionally, Sibarah (1999)
argues that songs especially ones that are pertinent and supportive to the content and object of the
course should be incorporated into language instruction. When a song that possesses grammatical
patterns, vocabulary and a topic relevant to the content of the course is utilized, it is to be the most
direct and specific complement to the course (Griffe, 1992).
There are significant factors that should be taken into consideration by language teachers in the
process of song selection. Firstly, pupils’ age, interests and language level should be top priority of
teachers. As to English teachers, they should adopt songs that they themselves are to find appealing
so that they can pass their ardor and willingness to pupils. Additionally, songs consisting of rather
compelling and demanding vocabulary, grammatical patterns, pronunciation and repetition should
not be adopted (Abbott, 2002). Teachers should select songs, which are consistent with the
grammatical pattern, vocabulary and topic that the teacher plans to teach, which will bolster the
lesson. The fact that pupils are included in the selection of song is of paramount importance for them
to participate in the course further. Finally, such technological devices as CDs, CD player, overhead
projector or the internet should be available in the class for the use of songs.
In the selection of songs that will be utilized in the class, here are some questions that should be
taken seriously by language teachers (Hancock, 1998);
• Will pupils enjoy the song?

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• Will the song be convenient for the language level of pupils?

• Will the song be relevant to the grammatical structure that will be instructed?
• Will pupils be able to hear the lyrics of the song clearly?
• Are there obvious characters in the song?
• Is there a clear theme in the song?
• Is the pronunciation of the song natural?
Songs that are appealing to both teachers and pupils should be integrated into language instruction
due to the fact that such songs are to have the most remarkable effects on learning. To summarize,
the most convenient songs to utilize in language courses are ones that bolster the content of the
course and both teachers and pupils appreciate (Griffe, 1992). Lems (1996) argues that in the
selection of song, English teachers should be quite sure that they themselves are to enjoy the
selected songs. Additionally, songs that are adopted should consist of comprehensible vocabulary
and possess enough repetitions for pupils to be able to practice English orally. Clearly, the fact that
pupils will find the selected songs worth listening to outside the class is of great significance and
besides, the language proficiency of pupils should be taken into consideration. For pupils with lower
level of English, songs that contain less vocabulary should be adopted. ‘‘Songs for students of the
intermediate level should contain manageable load of vocabulary, limited total text length and
should not be heavily embedded’’ (Lems, 1996, p. 2).
5. STUDIES PERFORMED ON THE USE OF SONGS FOR YLS
There are studies that regard the effects of authentic language teaching materials on students’
language development. However, more studies that are conducted empirically are needed in this
context (Razmjoo, Mehrpur & Darban, 2012). The utilization of songs to teach English to young
learners is quite a common practice of English teachers (Ara, 2009; Millington, 2011). In many
countries, songs that are practical and functional to use in the classroom have had significant effects
on a number of approaches to English teaching (Edelenbos, Johnstone, & Kubanek 2006).
Furthermore, more significance should be given to the communicative side of the language young
learners learn and games and songs should be incorporated into their language instruction (Ersöz,
2007). According to Butler and Newman (2008) and Pindale (2013), there are many studies that
justify the use of songs in language instruction. Additionally, studies that were carried out empirically
revealed that songs simplified oral production much more than other traditional drills and effectively
enhanced students’ motivation (Ajibad & Ndububa, 2008). Hallam (2010) argues that learning English
through songs possesses positive effects on children’s socialization, intellectual development and the
way they act in the classroom.
Additionally, songs have constructive roles in the development of children’s brain (Rauscher et al.,
1997). In the process of language learning, listening and speaking practices as well as singing
activities are of great significance and these practices are not as compelling as reading and writing
activities. Additionally, songs have great emphasis on listening, which leads to the fact that they can
be utilized advantageously to teach a new language to children (Şevik, 2011). A study was carried out
in Malaysia regarding the effects of song videos on language learning and the findings of the study
indicated that when students learnt English through song videos, their vocabulary knowledge
improved notably (Abidin, Pour-Mohammadi, Singh, Azman & Souriyavongsa, 2011). Researchers
who were interested in the effect of songs on language learning described songs as essential foreign
language teaching materials (Barry & Pellissier, 1995).

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Tse (2015) conducted a study in Malaysia to find out primary school English teachers’ perceptions
about the utilization of songs to teach English. The study revealed that English teachers who were
teaching in primary schools supported the incorporation of songs into English courses and they
expressed that when children learnt English through singing activities, they had many more
opportunities to improve their language skills. However, English teachers argued that they had
difficulty in finding appropriate songs that were relevant to each topic. Additionally, Horn (2009)
found that the use of songs in English courses in African primary schools enhanced children’s English
marks on the post-test, which supported the integration of songs into English courses. Following a
musical project aiming to utilize English songs to promote students’ oral production, Cifuentes (2006)
reported that “students showed behaviors, emotions or feelings particularly to interest in or
enthusiasm for the work the activities proposed” (p. 52).
Lestari (2011) used music and English songs to find out whether learning English through songs and
music would improve Indonesian students’ pronunciation skill or not. The findings indicated that the
students who learnt English through songs and music pronounced better than the students learning
English through traditional ways. Similarly, Ratnasari (2007) conducted a study in which children
songs were utilized to teach pronunciation. The findings of the study revealed that songs had
remarkable effects on the improvement of Indonesian students’ pronunciation. Kusrini (2011)
investigated the effects of songs on the development of English pronunciation and reported that all
language learners, especially young learners, appreciated learning English through songs.
Furthermore, their English pronunciation got better. In a similar study, Moradi and Shahrokhi (2014)
found that songs remarkably improved Iranian children’s English pronunciation, stress and
intonation. The findings of the post-test in the research revealed that the children who learnt English
through songs considerably overcame their pronunciation problems.
Suksamiti (1994) conducted a study to learn whether learning English through songs enhanced
students’ language achievement level and found that the children who learnt English through songs
got higher marks than those who learnt the language through course books. Similarly, Ratwongkiri
(2002) implemented a study whose results indicated that the children who learnt English via songs
obtained higher marks than the children learning English through the Total Physical Response
method. Additionally, Phuwarat (2003) conducted a study in which a pre-test and a post-test relevant
to listening skill were used. The findings showed that children’s listening test marks increased
significantly. In a similar study, Sukket (2007) investigated the effects of songs on the improvement
of speaking skill and vocabulary and found that when children learnt English through songs, their
speaking ability and vocabulary knowledge improved remarkably. In addition, Kongamonsaichon
(2009) found that learning English through songs and stories improved primary school students’
listening and speaking abilities as well as their vocabulary acquisition.
Şevik (2014) conducted a study regarding young learners’ beliefs about classroom songs. The results
of the study revealed that songs improved children’s listening skill and young learners expressed that
they appreciated learning English through songs. Additionally, children who participated in the study
reported that they could learn and recall vocabulary more easily when they learnt English via songs
and they felt more motivated thanks to songs during the course. However, children in the same study
disagreed that their English teachers frequently used songs to teach English to them. This
disagreement supports the finding that in language instruction of young learners in Turkey, English
teachers frequently do not utilize songs (Şevik, 2011). Kahraman (2008) investigated the effects of
songs on the improvement of listening ability and found that songs improved students’ listening skill.
Utilakova (2012) conducted a study on the use of songs to teach English to primary school students in
Prague. Young learners reported that they felt more motivated to participate in the course when
they learnt English through songs. Additionally, children expressed that songs in English courses
helped them recognize English words and their English pronunciation improved. Furthermore,

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primary school students in the study stated that learning English through songs improved their
communication ability. Kuattiningsih (2008) utilized songs to teach English words to Indonesian grade
2 students and observed that when songs were incorporated into English courses, they simplified
children’s vocabulary learning in addition to helping the teacher control the children. Additionally,
songs rendered English courses more rewarding in terms of motivating children to participate in the
course.
Li and Brand (2008) conducted an empirical study. The conclusions of the study indicated that lyrics
and music in a song remarkably enhanced students’ grades. Gorjian, Alipour and Saffarian (2012)
implemented a study that showed that using songs in English courses had significant effects on
vocabulary learning. Ludke, Ferreira and Overy (2014) investigated the effect of singing activities on
memorizing sentences and obtained the result that singing activities were the most useful way for
students to learn sentences. Kömür, Saraç and Şeker (2005) carried out a study that aimed at finding
the views of English teachers and students in primary schools about songs. The results revealed that
songs were utilized hardly any in English instruction. However, both teachers and students in the
study reported that songs significantly enhanced students’ vocabulary knowledge. Additionally, using
songs in English courses had a remarkable effect on students’ motivation. However, teachers’
inability regarding music and the fact that there were not enough materials in English and music
courses rendered the utilization of songs difficult.
Şevik (2011) conducted a study concerning primary school English teacher’s views about using songs
to teach English to children and the results of the research indicated that English teachers in primary
schools were strongly in favor of using songs in their English courses. Mostly, they expressed that
using songs in English courses encourage children in addition to lowering children’s anxiety.
According to the teachers, songs are quite significant educational tools that should be essentially
included in English curriculum. Additionally, Romero, Bernal and Olivares (2012) implemented a
study to investigate the effects of songs on Colombian students’ motivation to speak English and the
results revealed that students described learning English via songs as amusing and appealing.
According to Romero et al., (2012, p. 21), "Songs turn out to be an important part of the daily
teaching activities. The combining of curricular activities with music not only helps students to
develop speaking, but grammar as well; students can also internalize new vocabulary, improve
pronunciation, and improve modulation among other oral communication skills."
Furthermore, the results of their study presented that the integration of songs into English courses
enhanced learners’ desire to learn English in addition to creating an anxiety-free classroom setting
for students to speak. Additionally, in a study, participants, after a seven-day interval, smoothly
recognized the proper names in their first language that they had initially learnt through songs
(Rainey & Larsen, 2002).
Similarly, Malaysian primary school students appreciated learning English via songs and songs
improved their English pronunciation in addition to broadening their vocabulary knowledge.
Additionally, songs formed a language learning atmosphere in which children’s self-confidence
enhanced. Malaysian primary school students reported quite positive opinions about learning English
through songs (Seita et al., 2012). In a study conducted on the effects of songs on learning verb forms
in French, Ayotte (2004) found that students who learnt the present, future and conditional verb
forms through songs performed better and more accurately on the posttest.
To conclude, studies that were carried out both in Turkey and in different parts of the world present
results that indicate positive relations between using songs and language learning.

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CONCLUSION
In today's world, teaching English to children is of great significance and therefore, children should
be provided with a learning atmosphere in which they can learn English more easily and more
comfortably. Studies have shown that the use of songs to teach English to young learners improves
students' language skills. Additionally, using songs in language classes helps students develop
intellectually and socially. Songs provide students with a more relaxing and entertaining atmosphere
that increases children's motivation and arouses positive feelings regarding language learning.
Therefore, English teachers who teach English to children should use songs and song-related
activities in their language courses more.

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