Exploring the efficacy of utilizing song texts as an instructional tool for teaching the present perfect tenses

Abstract

Teaching grammar has always posed challenges for English teachers due to the tendency for it to be perceived as boring, resulting in disinterest and poor retention among learners. This study investigates the effectiveness of incorporating songs as an instructional tool for teaching the present perfect tenses in the context of English language learning. It explores whether songs can facilitate a deeper understanding of the tenses’ usage, promote accurate application in authentic contexts, and enhance learners' overall interest in learning English as a second language. A mixed-methods approach was employed, combining quantitative measurements of learners' performance on a grammar test with qualitative data gathered through focus group discussions. The results indicate that the group taught through the use of songs demonstrated significantly better test scores compared to the control group. Moreover, the qualitative analysis revealed students' positive perceptions of using songs, emphasizing the engaging and enjoyable nature of this approach. The findings align with previous research, highlighting the benefits of using songs in language learning, including increased motivation, engagement, and language proficiency. These results contribute to the growing body of research supporting the incorporation of music into language instruction and suggest its potential as an effective instructional tool for enhancing grammar proficiency. Further research is recommended to strengthen the generalizability of these findings and explore the underlying factors that contribute to the effectiveness of using songs in language learning contexts. Overall, this study emphasizes the importance of embracing innovative and creative approaches to create meaningful language learning experiences for students.