Learning Languages Through Music and Songs: Cognitive, Pedagogical, and Affective Dimensions

Integrating music and songs into second-language instruction has been widely advocated to enhance listening comprehension, vocabulary acquisition, pronunciation, cultural insight, and learner motivation. This study examines cognitive and affective theories and reports on an experimental quasi‐study with EFL learners to assess the impact of song-based pedagogy. Participants (N ≈ 60) were divided into a song‐instruction group and a traditional instruction control group. Both groups learned new target vocabulary and engaged in speaking/listening tasks; the experimental group also practiced with pop and rap songs containing the same lexical items. Pre- and post-tests of vocabulary and pronunciation were administered, and a learner survey measured motivation and anxiety. Results showed significantly greater vocabulary gains for the music group (mean gain Δ = +33 points) than the control group (Δ = +15) (Table 1). The singing group also outperformed controls in pronunciation tasks, aligning with prior findings that music activities can improve phonological skills. The music group reported higher motivation and lower anxiety, consistent with theories of the affective filter and music’s emotional power. Qualitative feedback indicated that lyrics provided meaningful context and cultural insights (e.g., slang and storytelling in rap). Overall, songs created a relaxing, engaging atmosphere conducive to automatic language learning. We discuss cognitive dual-coding and auditory memory mechanisms (e.g. hippocampal encoding) that underlie these effects. Practical recommendations include careful song selection, lyric analysis, and active tasks (e.g., cloze exercises, singing practice). While music lessons showed clear benefits, limitations (song appropriateness, varying learner tastes, short intervention span) are noted. We conclude that integrating popular music genres into L2 teaching can significantly improve vocabulary retention, pronunciation accuracy, and emotional engagement when supported by structured pedagogical activities.