English songs for emotional and attitudinal inference in EFL contexts

Abstract

The present study aims to investigate English songs as a pedagogical device to stimulate emotional and attitudinal inference in English as a Foreign Language (EFL). Comprehension of emotion, attitude, and intention is a key concept in communicative competence, but most students have difficulties in deciphering meaning independently of the actual message. The current study used a qualitative form and was phenomenological in nature. The data were from interviews with five EFL teachers in Jardines del Edén Educational Unit and Rubira Educational Unit. Interviews were conducted to examine teachers’ perception of usage of English songs and whether the songs improve emotional awareness, motivation, participation, or communicative expertise. The results indicated that English songs offer concrete exposure to the language and emotional content that support students identify the emotions, attitudes, and intentions that are conveyed in conversation. When song-based activities were used in the classroom, teachers reported having more motivated, active participation, listening comprehension development, pronunciation development, and confidence from the learners. English songs can, therefore, present an influential pedagogic source from which these EFL students can benefit for promoting emotional and attitudinal inference, communicative competence, and in an overall more meaningful environment where learners can interact in meaningful ways.