PRE-SERVICE TEACHERS’ PERSPECTIVES ON USING SONGS FOR VOCABULARY ACQUISITION IN PRIMARY ESL CLASSROOMS

Abstract

This study investigated pre-service teachers’ perceptions of using songs for vocabulary acquisition in primary ESL classrooms. Vocabulary development is essential for young learners’ language proficiency, and songs are recognised as an interactive medium that enhances motivation, engagement, and memory retention. The objectives of this study were to explore pre-service teachers’ perspectives on the effectiveness of songs, identify factors contributing to their reluctance to use songs, and examine the criteria they consider when selecting songs for vocabulary teaching. A mixed-method research design was adopted. Quantitative data were collected from 112 pre-service TESL undergraduates through a closed-ended questionnaire using convenience sampling. Subsequently, five participants were purposively selected for semi-structured interviews to gain deeper insights into their experiences. Findings indicated strong positive perceptions regarding the effectiveness of songs in enhancing vocabulary learning. However, reluctance was influenced by limited formal training, insufficient confidence in integrating songs into lesson planning and assessment, and pressure to prioritise exam-focused instruction. Participants also emphasized clear lyrics, syllabus relevance, age appropriateness, and suitability for Total Physical Response (TPR) as key criteria for song selection. The study highlights the need for enhanced pedagogical support and training to encourage effective song-based teaching practices in primary ESL classrooms.