Exploring songs and rhymes in elementary school to enhance English vocabulary

Abstract

This research explored the perceptions of English teachers regarding the use of songs and rhymes to reinforce vocabulary learning at the elementary level. It highlighted how these musical resources enhanced students’ motivation, engagement, and language retention by connecting rhythm, repetition, and emotional learning. The study applied a qualitative approach through semi-structured interviews with English teachers, analyzing their experiences, attitudes, and observed outcomes. Results indicated that teachers perceived songs and rhymes as effective tools to promote vocabulary acquisition and oral expression, while also fostering a positive and inclusive classroom environment. However, they reported challenges such as limited time, resources, and training opportunities. The research concluded that integrating songs and rhymes into English lessons contributed significantly to the improvement of vocabulary learning, especially in early education, and recommended teacher training and the systematic use of these strategies.