Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Song Utilization in English Language Teaching: Meta-Synthesis

Krizza A. Francisco | Maricel S. De Costo | Remedios C. Bacus

Discipline: Education

 

Abstract:

Songs are widely used in English language teaching (ELT) to enhance linguistic skills, learner engagement, and cultural understanding. However, a comprehensive synthesis of qualitative research on this instructional strategy is lacking. This study focused on how the utilization of songs in English language teaching contributes to addressing English language acquisition challenges through a meta-synthesis, following the PRISMA framework, CASP checklist, and Rayyan Interface. Research articles included were published between 2015 and 2024 within Asian countries. Descriptive Analysis and Reflexive Thematic Analysis (Braun & Clarke, 2020) were employed to identify common themes and findings, as well as to examine different pedagogical approaches across various English skills. Additionally, this approach facilitated the identification of challenges in integrating songs into English language instruction and explored the pedagogical implications from existing studies. Three common themes emerged from the findings, namely Cognitive and Linguistic Aspect Benefit, Motivational Benefit, and Pedagogical Aspect Benefit. Pedagogical approaches varied due to different target skills, but included everyday activities such as listening to and singing songs in class. Results showed the interconnectedness of English skills. Challenges in incorporating songs include the cognitive and linguistic aspects of the learners, as well as the pedagogical aspect, which primarily concerns the teacher. Careful planning and thoughtful implementation by the teacher are essential in utilizing songs in class. The meta-synthesis revealed that songs in the English language teaching are potent tools for enhancing language learning skills and boosting student motivation. Songs are authentic materials in English Language Teaching, and while they offer many benefits, their selection and use must be strategic to be effective in a classroom setting. Future research in song-based language teaching should focus on expanding sample sizes and diversifying the groups of teachers and students involved in the study.



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