DIDACTIC RESOURCE FOR ENGLISH LANGUAGE LEARNING

The aim of this study was to analyse the effectiveness of the use of songs as a didactic resource to improve pronunciation in English language learning among students in rural educational units in Ecuador. Using a mixed methodology, quantitative and qualitative data were collected to identify substantial improvements in the students' articulation, intonation, and oral fluency after an eight-week music-based teaching intervention. In addition to phonological progress, an increase in motivation, communicative confidence and class participation was noted. The teachers' perspective was also positive, although challenges related to the selection of materials, the design of specific activities and the need for methodological training were noted. Overall, the results show that songs, when used in a structured and contextualised way, represent an effective and motivating tool for teaching English pronunciation. The experience revealed that this approach favours not only linguistic development, but also an emotionally favourable learning environment. Finally, it is proposed to incorporate this resource into educational programmes as a viable pedagogical alternative, especially in environments with limited resources and low levels of exposure to the foreign language.