Can the use of english songs improve A1 EFL college students’ listening comprehension?

Abstract

Although extensive research has been conducted around the world in the area of using songs for learning English as a foreign language, studies done in the specific context of college students in Ecuador are not abundant, especially regarding the effect of songs on listening comprehension. The aim of this study was to determine what is the effect of song-based activities on the listening comprehension skills of college students at the Salesian Polytechnical University in Cuenca, Ecuador, with an English proficiency level of A1 according to the Common European Framework of Reference. For this purpose, an intervention with song activities was applied to a treatment group in the university. A pretest and a posttest to measure listening comprehension were respectively administered before and after the intervention. The tests were also applied to a control group which did not receive the intervention. Additionally, interviews were conducted with the treatment group before and after the intervention to gather their perceptions and criteria towards the use of songs for learning English and developing the listening skill, and also about the intervention. Analysis of results showed a slight improvement in both the control and the treatment group. The treatment group’s improvement surpassed that of the control group, but not enough to be statistically significant. However, students’ perceptions towards the method were generally positive.