Song-Based Listening Input in EFL Learning: Investigating Students’ Perceptions and Its Contribution to Listening Comprehension Development

Abstract

Listening comprehension plays a crucial role in developing communicative competence in English as a Foreign Language (EFL), yet it remains one of the most challenging skills for learners due to difficulties in recognizing vocabulary, understanding pronunciation patterns, and maintaining attention during listening activities. This study investigates EFL students’ perceptions of the use of English songs as an authentic listening resource and examines how song-based exposure contributes to listening comprehension development. A descriptive quantitative design was employed, involving 23 university students who completed a five-item Likert-scale questionnaire measuring vocabulary familiarity, listening focus, pronunciation awareness, word recognition, and listening confidence. The findings indicate that English songs provide meaningful benefits for listening development. More than half of the participants reported that songs enhanced their familiarity with commonly used vocabulary, while nearly half perceived improvements in concentration, pronunciation awareness, and spoken word recognition due to repeated exposure to natural language input. Although the perceived impact on listening confidence was relatively lower, the results suggest that songs create a relaxed and motivating learning environment that supports listening engagement. The study highlights the pedagogical value of integrating song-based listening activities as authentic and accessible input to enrich EFL listening instruction and promote more engaging and learner-centered listening practices.