Teaching English as a Foreign Language (EFL) has lots of challenges that could be work as obstacles in teaching English language in Iraq, especially when it comes to vocabulary learning. Using traditional methods often lack engagement and fail to promote the various learning activities that can enhance students` learning. In recent years, researchers have explored various methods and approaches to language teaching, one of which involves the using songs in the curriculum. This study examines the impact of using songs as a tool for teaching vocabulary to Iraqi EFL students

Vocabulary, for many language teachers, is considered a crucial part in language teaching and learning. (1) say, "One cannot speak, understand, read or write a foreign language without knowing a lot of words.  Teaching vocabulary, thus, is at the heart of mastering a new foreign language." Vocabulary has an important role the in teaching and learning of any language. However, teachers of second language did not give much attention to teaching vocabulary in their classrooms.

On the other hand, majority of students face challenges in English language learning that can be the result of vocabulary deficiency. This is consistent with Nation (1990) who affirms that "… Learners feel that many of their difficulties, in both receptive and productive language use, result from the lack of vocabulary knowledge".

Songs are considered authentic materials that can help English language learners to incorporate real-life information of the native speakers and so they will be closer to the real use of the language is learnt. This makes students more motivated for learning English language and especially its vocabulary. According to (2), "Materials that are always up-to-date and topical have their own reason for being read with interest. They not only practice English, they also update our learners so that, at the end of their English lessons, they are better informed".

The role of vocabulary and Songs in Language Teaching and Learning

(3) Emphasizes the critical role of vocabulary in teaching and learning language, as she states that effective communication in a second or a foreign language is impossible without a substantial vocabulary, even though it is to be proficient in grammar or pronunciation. In addition to that, communication primarily depends on vocabulary knowledge and that a lack of necessary words is a major barrier, whereas grammatical mistakes are less significant. She, also, adds that vocabulary is essential and basic for developing speaking, listening, reading, and writing skills. (4) similarly ensure that vocabulary is important, asserting that while limited grammar constrains communication, without vocabulary, communication is impossible. They suggest that teachers should focus more on vocabulary development, as it is vital for language learning and real-life communication, especially for young learners who do not yet master advanced grammatical structures.

There are lots of studies showed (5-8) how songs are important to be implemented into teaching and learning foreign language. For many EL teachers, Songs have been believed as powerful educational activity due to their rhythmic structure, memorable lyrics, as well as emotional appeal. When incorporated into language learning activities, songs can create and promote a dynamic and immersive environment in teaching and learning a foreign language. They provide learners with authentic examples of language use, exposing them to natural pronunciation, intonation, and cultural nuances. Moreover, songs can enhance multicognitive processes, such as auditory processing, memorization, and pattern recognition, which are essential for learning vocabulary the target language.

Using songs as teaching activities can help teachers to teach new vocabularies. According to Stern (1983:21), “Language teaching can be defined as the activities which are intended to bring about language learning”. According to this definition, it is important for EFL teachers to create enjoyable activities inside their classroom. Such an environment in ELT would make learners more motivated and the learning progress will smoothly sustain. Therefore, using songs can help teachers make their lesson more fun and breaks the ice in the classroom. According to Griffee (1992:4), "Songs and music can be used to relax students and provide an enjoyable classroom atmosphere. For many, learning a new language is inherently an insecure proposition. .... Songs, but more especially instrumental music, give us the external cover we need to feel more secure while at the same time providing the internal support to carry on with the task”.

Challenges in Vocabulary Acquisition and Songs Implementation. 

(9) Stated that EFL students face various challenges in learning vocabulary of English language. These challenges may be caused by limited exposure to authentic English language materials, differences in linguistic structures between English and Arabic, and the lack of interactive learning opportunities. In addition to that, traditional teaching activities often focus demanding students to memorization rather than meaningful engagement, resulting in poor understanding and limited number of vocabulary.

(7) Stated that everything has its positives and negatives, including the use of English songs in learning. Analysis shows that songs offer many benefits to learners, but they also present challenges. One issue is that the music can be so captivating that some students become passive and only listen for enjoyment. Additionally, the common occurrence of assimilation in songs can make them hard to follow and cause confusion about pronunciation. These challenges can be tough for teachers who want to use songs as teaching materials, requiring them to have considerable experience, patience, and confidence. Another important aspect is selecting appropriate songs for students. The songs should be of suitable length to avoid overwhelming the students, making the choice of song a significant concern.

The Impact of Songs on learning Vocabulary:

Teachers who use songs in teaching their students in the EFL classes can significantly enhance learning vocabulary. By selecting songs that align with students' interests and language proficiency levels, teachers can initiate engaging learning experiences that can motivate and inspire learners to develop their vocabulary. Through repeated exposure to song lyrics, students internalize new words and phrases in context, facilitating deeper understanding and retention. Moreover, the rhythmic nature of music enhances phonological awareness and pronunciation skills, enabling students to communicate more effectively in English.

Participants

The participants of this study were 64 male Iraqi preparatory students enrolled in EFL classes at fourth preparatory school in Diwaniyah, Iraq. The participants, who are divided into two groups the control group and experimental group, were selected from different proficiency levels, ranging from beginner to intermediate, based on their scores on the pre-test conducted by cooperating with the school teachers where we conducted the study.

Instrument 

An English vocabulary level pre-test is designed to assess the students` vocabulary knowledge level. The test consists of 40 questions. It included matching, filling-gaps, and multiple-choice questions related to the vocabulary introduced by the given songs. . In addition, another vocabulary level test, similar to the one used in the pre-test, was given to them as a post-test to see if songs had affected their vocabulary learning. 

Procedure 

The songs used in this study were a selection of ten common English songs, which were chosen for their relevance to the students' interests and language proficiency levels, which covered a range of vocabulary themes, such as daily activities, emotions, as well as common objects. The study lasted for approximately six weeks, with two 45-minute sessions per a week. During the first week, students had to answer a pre-test to assess their baseline vocabulary knowledge. Subsequently, the treatment began, consisting of a series of song-based vocabulary lessons. In each session, students listened to a selected song, followed by guided activities designed to reinforce vocabulary learning. These activities included lyric analysis, vocabulary exercises, and group discussions on the song's themes and cultural references. Throughout the treatment period, students were encouraged and motivated to be actively engaged with these suggested songs through listening to these songs, singing along, and discussing their meanings as well as learning the suggested vocabularies. Teachers provided scaffolding and feedback to support students' comprehension and language production. At the end of the six-week period, students completed a post-test to evaluate their vocabulary development.

Data analysis 

Quantitative data which results from the pre- and post-tests were analysed, using SPSS software, using descriptive statistics to compare students' vocabulary scores before and after the treatment. Additionally, qualitative data, including classroom observations and student feedback, were collected to gain insights into students' perceptions of the song-based instruction. Thematic analysis was employed to identify recurring patterns and themes in the qualitative data.

As it is important for many researchers that normality of distribution should be checked, the results of the one-sample test Kolmogorov-Smirnov test of normality for the pre-test and post-test indicates that the data are normality distributed as shown in table 1. In addition to that, the results showed that there were no significant differences between the pre-test of the experimental and control group (t = 0.309, p = 0.731). Thus, the results showed that the two groups were at the same level in terms of vocabulary knowledge at the beginning of the study (see table 2). 

Table 1: Tests of Normality for Pre-test & Post-test

Table 2: Results of Independent Sample T-test for Pre-test of Experimental and Control groups

The pre- and post-test of the learners in the experimental group were compared via paired sample t-test. The results are reported in table 3. The results showed that there were significant differences between the learners’ vocabulary knowledge before and after the treatment (t = 3.825, p = 0.000). Thus, it is suggested that songs helped the learners in the experimental group to improve their vocabulary acquisition from pre-test to post-test and the treatment was beneficial for them.

Table 3: Results of Paired Sample T-test for Pre- and Post-test of Experimental group

This study aimed at investigating the effect of using songs on Iraqi EFL learners’ vocabulary enhancement. The overall pre-test and post-test scores, that were calculated to assess the impact of songs on the learners' vocabulary knowledge, revealed a statistically significant difference in the experimental group's aggregate means from Preliminary exam to final exam. Furthermore, there were significant differences between the experimental and control groups' post-test results. As a result, the learners' vocabulary knowledge was positively affected by songs. One reason for these findings is that songs allow students to practice in a less stressful environment than in-person or in-class encounters

Incorporating songs into the EFL classroom offers a valuable opportunity to enhance vocabulary acquisition and promote language proficiency among Iraqi students. By harnessing the power of music as a pedagogical tool, educators can create engaging and effective learning experiences that cater to the diverse needs of learners. As the field of language teaching continues to evolve, integrating innovative approaches like song-based instruction can play a pivotal role in transforming the way English is taught and learned in Iraq and beyond

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