The Effectiveness of Using Songs in English Language Learning to Improve Elementary School Students’ Learning Motivation

Abstract

This paper explores how effective songs are as a teaching tool for boosting elementary students’ motivation to learn English. The study is designed as a literature review, examining and drawing together findings from earlier research on song-based English instruction. Sources consist of academic journal articles and conference proceedings from 2020 to 2025, particularly those involving young learners at the elementary level. Evidence from the reviewed literature suggests that songs serve as a powerful audio learning resource that improves students’ focus, engagement, and participation during lessons. Incorporating songs into lessons makes the classroom atmosphere more enjoyable and interactive, helping to lessen learners’ anxiety and strengthen their confidence in using English. Additionally, songs support vocabulary learning, pronunciation practice, and grasp of language structures by using rhythm, repetition, and meaningful contexts. The synthesis also indicates that song-based instruction positively influences both intrinsic and extrinsic student motivation. The beneficial effects are further explained through theories such as Krashen’s Affective Filter Hypothesis and Ryan and Deci’s Self-Determination Theory, which highlight how pleasant learning environments and meaningful experiences can drive motivation. Therefore, embedding songs in English teaching is recommended as an effective pedagogical approach for enhancing motivation and creating a more engaging learning setting for elementary students.