The Effect of Using Songs on Young Iranian EFL Learners’ Vocabulary Learning: A Case of Gender

Abstract

Abstract Knowledge can be reflected in vocabulary repertoire; it is thus important to find out effective methods of vocabulary teaching which can assist language learners in the process of vocabulary learning. This study investigated the effectiveness of teaching English vocabulary through song and non-song methods to elementary Iranian EFL learners. Additionally, it examined the role of EFL learners' gender in their success in English vocabulary learning. To these ends, 100 EFL learners, aged 9-12, were selected and were randomly assigned into two experimental (song) and two control (non-song) groups, each with 25 male and 25 female EFL participants. The experimental and control groups had song and non-song instructions, respectively, for English vocabulary learning. To collect data, a 40-item vocabulary test was developed and administered as the pretest and posttest. Results from analysis of covariance revealed that both song and non-song instructions had a statistically significant and positive effect on the EFL learners' vocabulary learning. Furthermore, the female learners benefited more from the song method whereas the males benefited more from the non-song method of instruction. The findings imply that using songs should not be taken a panacea for both male and female EFL learners; rather, it should serve as a supplementary method to teaching vocabulary, particularly to young female learners in EFL classrooms.