STUDENTS’ PERCEPTIONS OF LISTENING TO SONGS IN CLASS AS LEARNING MATERIAL VS. AT HOME AS INDEPENDENT PRACTICE FOR VOCABULARY ACQUISITION

Abstract

Learning vocabulary is traditionally considered challenging for secondary school students, who may prefer non-traditional methods of learning, as the usual ones tend to bore them. Songs are authentic materials that provide natural exposure to vocabulary in an engaging and pleasant manner, which is appealing to teenagers. Despite the fact that many song studies have focused on university students and on listening or motivation, fewer have explored their role in contributing to vocabulary learning at secondary levels, particularly in different learning environments. The objective of this research is to determine the attitudes of high school students towards listening to songs in class under teacher management compared to listening to songs at home independently as vocabulary practice. Employing a qualitative descriptive study, fifteen students were gathered data from offline interviews with seven respondents. The findings seek to contribute to an increased understanding of how learning contexts influence students' learning of vocabulary through songs and shed light for integrating music-based learning both in and outside the classroom.