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Integrating Digital Music Platforms in EFL Instruction:
Effects on Listening Comprehension and Vocabulary
Acquisition
Integración de Plataformas Digitales Musicales en la Enseñanza de
EFL: Efectos en la Comprensión Auditiva y la Adquisición de
Vocabulario
Roberto Tolozano Benites*
https://orcid.org/0000-0002-4164-5839
rtolozano@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador – Durán
Elena Tolozano Benites
https://orcid.org/0000-0001-8915-3377
etolozanob@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador - Durán
Alejandro Ponce Mariscal
https://orcid.org/0000-0001-8915-3377
aaponcem@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador - Durán
Artículo recibido: (24/01/2026) - Aceptado para publicación: 07/02/2026
Conflictos de intereses: Ninguno que declarar.
*Autor para correspondencia
Cita sugerida (APA, séptima edición)
Tolozano Benites, R., Tolozano Benites, E., Ponce Mariscal, A. (2026). Integrating
Digital Music Platforms in EFL Instruction: Effects on Listening Comprehension
and Vocabulary Acquisition. Linguatech, Volumen (2), páginas. 48 - 56
RESUMEN
El desarrollo de la comprensión auditiva y la adquisición de vocabulario en inglés como lengua
extranjera (EFL) continúa siendo un desafío en contextos educativos donde predominan
metodologías tradicionales y limitadas oportunidades de exposición al idioma. En este estudio
se analizó el impacto de la integración de plataformas digitales basadas en música como
estrategia pedagógica para mejorar estas habilidades lingüísticas en estudiantes de nivel
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secundario. La investigación adoptó un enfoque mixto con diseño cuasi-experimental,
utilizando instrumentos cuantitativos y cualitativos para evaluar el progreso de los estudiantes
antes y después de la intervención. Se aplicaron pruebas diagnósticas (pre-test) y finales (post-
test), así como encuestas y observaciones, con el fin de medir cambios en la comprensión
auditiva, el uso del vocabulario y la motivación hacia el aprendizaje del idioma. La intervención
consistió en la implementación de actividades estructuradas mediante una plataforma digital que
utiliza canciones y ejercicios interactivos basados en letras musicales. Los resultados
evidenciaron una mejora significativa en la capacidad de los estudiantes para comprender
información auditiva, reconocer vocabulario en contexto y participar en actividades de escucha
activa. Asimismo, se observó un incremento en la motivación y el interés por el aprendizaje del
inglés, atribuible al carácter dinámico e interactivo de las herramientas digitales utilizadas. Estos
hallazgos sugieren que el uso de plataformas musicales digitales constituye una estrategia
efectiva para potenciar habilidades lingüísticas clave, promoviendo un aprendizaje más
significativo, autónomo y contextualizado en entornos EFL.
Palabras clave: Comprensión auditiva, Plataformas digitales musicales, Adquisición de
vocabulario
ABSTRACT
The development of listening comprehension and vocabulary acquisition in English as a Foreign
Language (EFL) remains a significant challenge in educational contexts where traditional
teaching methods limit exposure to authentic language input. This study aimed to analyze the
effects of integrating digital music-based platforms as a pedagogical strategy to enhance these
linguistic skills among secondary-level students. A mixed-methods approach with a quasi-
experimental design was employed, combining quantitative and qualitative instruments to
evaluate students’ progress before and after the intervention. Pre-test and post-test assessments,
along with surveys and classroom observations, were used to measure improvements in
listening comprehension, vocabulary acquisition, and student motivation. The intervention
consisted of structured activities using a digital platform that incorporates songs and interactive
exercises based on lyrics. The results demonstrated a significant improvement in students’
ability to understand spoken English, recognize vocabulary in context, and engage in active
listening tasks. Additionally, an increase in motivation and interest in learning English was
observed, attributed to the interactive and engaging nature of the digital tools. These findings
suggest that integrating music-based digital platforms into EFL instruction is an effective
strategy for enhancing key language skills, fostering meaningful learning, and promoting learner
autonomy.
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Keywords: Listening comprehension, Digital music platforms, Vocabulary acquisition
INTRODUCTION
The learning of English as a Foreign Language (EFL) has become essential in
contemporary education due to its global role in communication, science, and technology.
However, the development of listening comprehension remains one of the most challenging
skills for learners, particularly in contexts where exposure to authentic language input is limited.
Listening is not a passive activity but a complex cognitive process that involves decoding
sounds, interpreting meaning, and responding appropriately (Nadig, 2013) . Despite its
importance, this skill is often underdeveloped in traditional classroom environments, where
emphasis is placed primarily on grammar and written production (Zhang, 2009) .
In addition, vocabulary acquisition plays a crucial role in language learning, as it
directly influences learners’ ability to understand spoken and written discourse. Students with
limited lexical knowledge often struggle to comprehend audio input, which negatively affects
their communicative competence. Continuous exposure to language through meaningful
contexts is necessary to expand vocabulary and improve comprehension (Lieb, 2008) .
Therefore, integrating strategies that simultaneously develop listening and vocabulary is
essential for effective EFL instruction.
In recent years, the integration of Information and Communication Technologies (ICT)
in education has transformed language teaching methodologies. Digital tools provide
interactive, flexible, and student-centered learning environments that enhance engagement and
facilitate skill development (Cradler & Bridgforth, 2002) . Among these innovations, music-
based digital platforms have gained attention as effective pedagogical resources, as they
combine audio, visual, and textual elements to create meaningful learning experiences.
The use of music in language learning has been widely recognized as a powerful tool
for improving listening comprehension and vocabulary acquisition. Songs provide authentic
linguistic input, expose learners to natural pronunciation, rhythm, and intonation, and introduce
contextualized vocabulary (Kao & Oxford, 2014) . Furthermore, music enhances motivation and
emotional engagement, which are key factors in successful language acquisition (Erinta &
Listyani, 2022) . Through repetition and interaction with lyrics, students can internalize
language patterns and improve their listening skills in an enjoyable and meaningful way.
From a theoretical perspective, listening comprehension involves multiple stages,
including receiving, understanding, remembering, evaluating, and responding to auditory input
(DeVito, 2000) . These processes require active participation and cognitive engagement, which
can be enhanced through the use of interactive digital tools. Additionally, cognitive strategies
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such as repetition, prediction, and contextual inference support learners in processing auditory
information more effectively (Gagné, 2002) .
This study focuses on the integration of digital music platforms in EFL instruction as an
innovative approach to improve listening comprehension and vocabulary acquisition. The
research is grounded in the need to address students’ low motivation, limited vocabulary, and
difficulties in understanding spoken English, which have been identified as key challenges in
language learning contexts .
Regarding the variables of the study, the independent variable is defined as the
integration of digital music platforms, understood as the use of online tools that incorporate
songs, lyrics, and interactive exercises to facilitate language learning. These platforms provide
opportunities for repeated listening, contextual vocabulary exposure, and autonomous practice,
which are essential for skill development.
The dependent variables are listening comprehension and vocabulary acquisition.
Listening comprehension refers to the learners’ ability to understand and interpret spoken
language, including recognizing sounds, identifying meaning, and responding appropriately
(Nadig, 2013) . Vocabulary acquisition, on the other hand, involves the process of learning and
using new words in context, which is fundamental for effective communication and language
proficiency (Lieb, 2008) .
The significance of this study lies in its contribution to the field of EFL teaching by
providing empirical evidence on the effectiveness of integrating music-based digital platforms.
By combining technology, music, and interactive learning, this research aims to offer innovative
strategies that enhance students’ linguistic skills, increase motivation, and promote meaningful
learning experiences.
METHODS
Research Design
This study adopted a quasi-experimental design within a mixed-methods approach,
combining quantitative and qualitative data to evaluate the effects of integrating digital music
platforms on listening comprehension and vocabulary acquisition. Quasi-experimental designs
are appropriate in educational contexts where random assignment is not feasible, allowing
researchers to compare learning outcomes before and after an intervention (Creswell, 2014).
The study also followed a socio-educational research approach, focusing on real
classroom conditions and learners’ experiences. This approach enables the analysis of both
measurable outcomes and contextual factors influencing the teaching-learning process .
Additionally, the research incorporated descriptive elements to identify patterns related to
students’ performance, motivation, and engagement.
Participants
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The participants consisted of secondary-level students aged between 12 and 13 years,
representing a typical EFL learning context. The sample included students from multiple
groups, ensuring a broader perspective of the learning process. The selection of participants was
based on a non-probabilistic sampling method, considering students who exhibited difficulties
in listening comprehension and limited vocabulary knowledge. Previous classroom observations
revealed that learners struggled to recognize words in audio input, often relying on repetition or
translation to understand meaning . These characteristics made the group suitable for evaluating
the effectiveness of the proposed intervention.
Instruments
To ensure a comprehensive analysis, multiple data collection instruments were employed:
• Pre-test and Post-test: These assessments were designed to measure students’ listening
comprehension and vocabulary acquisition before and after the intervention. Listening
comprehension was evaluated through audio-based tasks, while vocabulary was
assessed through contextual recognition and usage activities. Pre- and post-testing is a
widely used strategy to determine the effectiveness of educational interventions
(Fraenkel et al., 2012).
• Survey Questionnaires: Surveys were administered to gather information about
students’ attitudes, motivation, and perceptions regarding the use of digital music
platforms. These instruments helped identify affective factors influencing learning.
Data Analysis
The data analysis in this study combined quantitative and qualitative approaches to
ensure a comprehensive evaluation of the intervention. Quantitative data obtained from pre-test
and post-test assessments were analyzed using descriptive statistics, including percentages and
mean scores, to determine improvements in listening comprehension and vocabulary
acquisition. Comparative analysis was applied to identify differences in students’ performance
before and after the implementation of the digital music platform (Fraenkel et al., 2012).
In parallel, qualitative data collected through surveys and classroom observations were
examined using thematic analysis to identify patterns related to motivation, engagement, and
learning behaviors (Braun & Clarke, 2006). This mixed-methods integration allowed for a
deeper understanding of both measurable outcomes and students’ learning experiences within
authentic educational contexts
Ethical Considerations
This study adhered to ethical principles in educational research, ensuring respect,
confidentiality, and voluntary participation of all participants. Students were informed about the
purpose of the study and participated with prior consent, guaranteeing that their involvement
was entirely voluntary and without any academic consequences. Personal data were treated with
strict confidentiality, and anonymity was maintained throughout the research process.
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Additionally, the study ensured that the activities implemented did not negatively affect
students’ academic development but instead contributed to their learning process. The research
followed ethical guidelines for classroom-based studies, promoting a safe and respectful
environment for all participants (Cohen et al., 2018).
RESULTS AND DISCUSSION
Pre-test and Post-test Comparison
The comparison between pre-test and post-test results revealed a clear improvement in
students’ listening comprehension and vocabulary acquisition after the implementation of the
digital music platform. In the initial stage, most students demonstrated limited ability to
understand spoken English, particularly when dealing with authentic audio materials. This
difficulty was mainly associated with reduced vocabulary knowledge and lack of exposure to
listening activities, which are common challenges in EFL contexts (Zhang, 2009) . After the
intervention, students showed increased comprehension accuracy, suggesting that repeated
exposure to songs and contextual learning contributed positively to their development.
Furthermore, the quantitative analysis showed a noticeable increase in performance
across all evaluated dimensions. Students improved not only in recognizing words and phrases
but also in interpreting meaning within context. This aligns with previous findings indicating
that music-based learning enhances listening skills by combining rhythm, repetition, and
contextual input (Kao & Oxford, 2014) . The integration of visual and auditory elements
through the platform facilitated deeper cognitive processing, allowing learners to retain and
apply new vocabulary more effectively.
In addition, the results highlight the importance of interactive learning environments in
language acquisition. The post-test results demonstrated that students became more confident in
processing spoken language and engaging with listening tasks. This improvement supports the
idea that listening comprehension is an active process that can be strengthened through
meaningful practice and exposure (Nadig, 2013) . Overall, the data confirms that the
intervention had a significant positive impact on students’ performance.
Table 1
Pre-test and Post-test Results
Dimension
Pre-test (%)
Post-test (%)
Improvement (%)
Listening Comprehension
48%
79%
+31%
Vocabulary Recognition
50%
82%
+32%
Understanding Context
45%
77%
+32%
Overall Performance
48%
79%
+31%
Students’ Perceptions and Motivation
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The survey results revealed a significant change in students’ attitudes toward
learning English after the intervention. Before the implementation of the digital music
platform, many students reported low motivation and limited interest in listening
activities. This lack of engagement can be attributed to traditional teaching methods that
often fail to provide meaningful and interactive experiences (Cradler & Bridgforth,
2002) . However, after the intervention, students expressed a more positive perception
of learning English, highlighting the role of music and technology in making lessons
more engaging.
Moreover, students reported that learning through songs helped them better
understand pronunciation, rhythm, and vocabulary in context. The use of lyrics allowed
them to connect meaning with sound, which facilitated comprehension and retention.
These findings are consistent with research suggesting that music enhances emotional
engagement and motivation, which are essential for effective language learning (Erinta
& Listyani, 2022) . The interactive nature of the platform also encouraged students to
participate more actively in classroom activities.
Additionally, the results indicate that students developed a greater sense of
autonomy in their learning process. Many participants reported practicing listening
activities independently outside the classroom, which contributed to their improvement.
This supports the idea that digital tools promote self-directed learning and continuous
practice, key elements in second language acquisition (Gagné, 2002) . Overall, the
intervention had a positive impact not only on performance but also on students’
motivation and engagement.
Figure 2
Survey Results (Students’ Perceptions)
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CONCLUSIONS
The findings derived from the pre-test and post-test results demonstrate that the
integration of digital music platforms had a significant positive effect on students’
listening comprehension and vocabulary acquisition. The comparative analysis showed
a clear improvement in students’ ability to understand spoken English, recognize key
vocabulary, and interpret meaning within context. These results confirm that structured
exposure to audio-visual materials, such as songs, enhances learners’ listening
performance through repetition and contextual learning.
In addition, the survey results revealed a substantial increase in students’
motivation and interest in learning English after the intervention. Prior to the
implementation, students reported low engagement and limited enthusiasm for listening
activities. However, after participating in music-based learning tasks, they expressed
more positive attitudes toward language learning, highlighting the role of interactive
and dynamic resources in fostering motivation. This suggests that emotional
engagement plays a key role in improving learning outcomes in EFL contexts (Erinta &
Listyani, 2022).
Furthermore, the data indicates that students developed greater autonomy in their
learning process, as reflected in their willingness to engage in independent practice
outside the classroom. The combination of improved performance in test results and
positive perceptions in the survey supports the effectiveness of integrating digital music
platforms as a pedagogical strategy. Overall, the evidence confirms that this approach
not only enhances linguistic skills but also strengthens motivation and learner
engagement, contributing to more meaningful and effective language learning
experiences.
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