Efl learners’ perceptions of song-based classes integrated into english language preparatory program

Abstract

This qualitative research study investigated the perceptions of young adult EFL learners’ language learning experiences with song-based classes integrated into an English language preparatory program at a state university in Turkey. The study utilized an instrumental case study design, employing semi-structured interviews with a purposive sample of 20 EFL learners volunteered for joining song-based English language classes for 16 hours during an eight-week period. The song-based classes centered on songs from various genres were integrated into the participants’ regular schedule as a part of an experimental research study. The interviews were transcribed verbatim and analyzed manually using thematic analysis to identify key themes and patterns related to the participants’ experiences and perceptions of the song-based classes. The analysis revealed five themes, including (1) motivation and engagement, (2) authenticity of the materials and exposure to English, (3) use of various song genres, (4) culture and autonomy, (5) gains of language. The participants reported that the song-based classes offered a positive learning experience by providing commitment to their English language learning process. The results suggest that song-based classes can contribute to increased motivation and learner engagement. Related implications for teaching and learning English to adult EFL learners through songs are presented.