Integrating Digital Music Platforms in EFL Instruction: Effects on Listening Comprehension and Vocabulary Acquisition

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.