Exploring Teachers’ Perceptions towards Integrating English Songs in Teaching Pronunciation: Case of Teachers of English Language at Primary Schools in Bordj Bou Arreridj

Abstract

The study aims at exploring EFL teachers’ perceptions towards integrating songs to teach pronunciation to their primary school pupils. Despite the inclusion of English songs in the EFL curriculum, primary school teachers in Bordj Bou Arreridj face persistent challenges in teaching pronunciation due to insufficient training, limited resources, learners' language interference, and lack of instructional time. The study adopts a case study design with an exploratory purpose to obtain in-depth comprehension of the challenges faced by teachers in this type of technology-based instruction and their perspectives, and how songs are being taught in primary school settings. It employs a mixed-methods approach that combines the use of both quantitative and qualitative research methods. The population includes teachers of English language at primary schools in Bordj Bou Arreridj, with twenty-six teachers forming the sample of the study, and four classrooms, with a ranging number of pupils from 30-33 forming the sample of students. The data collection tools include a questionnaire and interview with teachers and classroom observation. The data collected through the questionnaire is analyzed using descriptive statistics using SPSS software, while the data collected through the interview and classroom observation is interpreted using thematic analysis. The findings revealed that teachers have positive perceptions toward using songs in teaching pronunciation for their role in enhancing students’ pronunciation and fluency. However, teachers face challenges such as selecting appropriate songs, dealing with fast-paced or difficult accents, and assessing students’ pronunciation progress in real time practice. Moreover, teachers adopt a structured, multi-phase approach, including careful song selection, multiple focused listening phases, modeling, and follow-up activities such as games and pronunciation drills to reinforce the song-based pronunciation instruction in their classroom. The findings of the classroom observation also revealed the impact of using songs on increasing

students’ cognitive, behavioral, and affective engagement. It is recommended that teachers should continually refine their pronunciation skills to serve as models for learners and prioritize assessment techniques that allow for meaningful feedback Keyterms: Pronunciation, songs, challenges