The use of interactive songs to improve english listening skills in A2-level elementary students

Abstract

This study examines the effects of interactive songs on English listening skills among A2-level of elementary students at a private school in Ecuador. To conduct the study, the mixed-methods approach was used to combine quantitative data from pre-and post-tests with qualitative information from interviews, teacher reflections, and classroom observations. The results show that students who engaged in musical activities experienced a significant improvement in their listening comprehension, especially compared to those who opted for more conventional listening activities. Activities such as completing song lyrics, answering rhythm questions, and enjoying audiovisual experiences with music were key to improving their auditory processing skills, vocabulary retention, and comprehension of English in everyday situations. In addition to learning the language, students experienced increased motivation, adopting a positive attitude and participating enthusiastically in class. Interactive songs created an emotional and cognitive connection that helped establish a dynamic and inclusive learning environment. Improvements in classroom management and student collaboration were also noted in classes that incorporated music. The conscious integration of music into the curriculum enhances English listening comprehension, especially in resourcelimited educational contexts or where the language is not frequently used.