ENHANCING LISTENING SKILLS BY INCORPORATING ENGLISH SONGS INTO LEARNING PROCESS OF ENGLISH LANGUAGE SCHOOL STUDENTS AT YANGON IN MYANMAR

บทคัดย่อ

          English listening skills are essential for effective language learning, yet many English language learners continue to experience difficulties in comprehending spoken English. Previous studies have reported the positive effects of English songs on language learning; however, limited research has examined their role in enhancing listening skills among students in language schools in Myanmar. Furthermore, few studies have explored both students' perceptions of song-based learning and teachers' perspectives on addressing listening difficulties. This study aimed to (1) examine the extent to which English songs enhance students' listening skills and (2) identify possible solutions to common listening difficulties encountered by English language learners. A mixed-methods research design was employed, integrating quantitative and qualitative approaches. The participants consisted of 100 students selected through random sampling and five teachers selected through purposive sampling from an English language school in Yangon, Myanmar. Data were collected through questionnaires and in-depth interviews and were analyzed using descriptive statistics and thematic analysis. The findings revealed that students demonstrated positive perceptions of the use of English songs as a tool for improving listening comprehension, pronunciation awareness, and vocabulary acquisition. Nevertheless, learners reported several challenges, particularly in understanding rapid speech and unfamiliar vocabulary. Furthermore, the qualitative findings indicated that although English songs contribute positively to listening development, other authentic materials, such as movies and audio recordings, may offer more practical exposure to real-life language use. The study concludes that English songs can serve as an effective supplementary resource for enhancing students' listening skills. However, their effectiveness can be maximized when they are combined with other authentic listening materials. The findings provide valuable pedagogical implications for English language teachers seeking to design engaging and effective listening activities.