Teachers' perceptions of using songs to acquire new vocabulary The Case of 3rd Year EFL Teachers at Primary Schools

Abstract

This study explores teachers' perceptions of using songs to acquire new vocabulary. It aims to explore teachers' approaches and practices in using songs for vocabulary instruction and examine the factors influencing their decision to incorporate songs in vocabulary teaching. The study employs a quantitative approach; The study utilizes a questionnaire that includes nine closed-ended and four open-ended questions to gather data from 36 teachers from different cities in Algeria. The quantitative analysis demonstrates a high consensus among participants regarding the significance of teaching new vocabulary words and the effectiveness of using songs to facilitate vocabulary acquisition. The thematic analysis of free-form responses highlights key themes, including the impact of songs on vocabulary acquisition, the engagement and motivation fostered by musical engagement, and the importance of catchy melodies, relevant lyrics, and clear pronunciation. The findings confirm the effectiveness of using songs as a teaching method to enhance vocabulary acquisition. The significance of this study lies in its exploration of teachers' perceptions of using songs to acquire new vocabulary. The study provides valuable insights into the role of songs in language classrooms. Understanding teachers' perceptions of the effectiveness and benefits of using songs for vocabulary acquisition enhances vocabulary learning strategies. It provides valuable insights into the role of songs in the classroom. The findings from this study can inform educators and curriculum developers in optimizing vocabulary instruction by incorporating songs as a pedagogical too