The Role of Songs in Improving English Vocabulary Among Young Learners
Learning a new language can be challenging for young learners, especially when they are introduced to new vocabulary. Children need opportunities to hear, repeat, and use new words in meaningful ways. One activity that can provide these opportunities is singing. Songs are familiar to many children and can make English learning more active and engaging.
Songs can introduce vocabulary through repetition, rhythm, and simple language. When children hear the same words several times in a song, they have more opportunities to notice and remember them. Songs can also be combined with actions, pictures, or gestures, allowing children to connect new words with what they see and do.
Research has found encouraging evidence for the use of songs in vocabulary learning. Odo (2022) conducted a meta-analysis of 28 studies involving 1,864 participants and found a large overall effect of English songs on English L2 vocabulary learning. The study suggests that songs can be a useful complementary strategy for vocabulary instruction, although their effectiveness can vary depending on factors such as the learners, type of song, and duration of instruction.
For young learners, songs can become more meaningful when they are connected to classroom activities. For example, a song about body parts can be accompanied by actions such as touching the head, shoulders, knees, or toes. A song about animals can be followed by simple movements or pictures of the animals. Through these activities, children have opportunities to listen to and practise vocabulary while actively participating in the lesson.
However, songs do not need to be the only way to teach vocabulary. They can work together with other classroom activities such as flashcards, stories, pictures, games, and simple speaking practice. This is particularly important because enjoying a song does not necessarily mean that children understand or remember every word in it.
A study by Albaladejo, Coyle, and de Larios (2018) provides an example of why songs can be most useful as part of a wider approach. Their study involved Spanish preschool children learning English as a foreign language. The researchers compared vocabulary learning through stories, songs, and a combination of both. The story condition produced the highest scores, while the song condition produced the lowest scores. This suggests that although songs can support language learning, they work best when teachers consider how they fit with other learning activities.
For teachers, choosing an appropriate song is also an important part of the process. The song should match the learners' age, English level, and learning objective. Songs with clear pronunciation, manageable vocabulary, and a suitable pace are generally easier for young learners to follow. Teachers can introduce important vocabulary before playing the song and review the words afterwards.
Songs can also be used at different points in an English lesson. They can be used at the beginning to introduce a topic, during the lesson to practise new vocabulary, or at the end as a short review. Repeating a familiar song over several lessons can give children additional opportunities to hear and practise the same vocabulary in a natural classroom routine.
Recent research also encourages teachers to consider the wider evidence when using songs for language learning. Hamilton et al. (2024) reviewed 60 intervention studies from 23 countries involving learners aged 2–18. The review examined the use of songs in relation to vocabulary, grammar, and other language skills. Although many studies reported positive results, the researchers noted that many of the studies had methodological limitations. Therefore, songs can be considered a useful classroom resource, but their effects should not be treated as automatic or guaranteed.
Overall, songs can be a useful part of vocabulary learning for young learners. They provide opportunities for repetition, listening, movement, and participation while making English practice more engaging. Research provides promising evidence for their use, while also reminding teachers that songs are most effective when they are connected to clear learning goals and supported by other classroom activities. With thoughtful song selection and appropriate follow-up activities, singing can become a meaningful part of young learners' English vocabulary learning.
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