The use of songs as a didactic resource to improve pronunciation in English language learning.

Abstract

Music is recognized as a cognitive phenomenon with a high pedagogical potential that articulates linguistic and affective aspects, facilitating memorization and reducing communicative anxiety in learning English. The aim of this work was to analyze music as a didactic resource for improving pronunciation in the English language. The methodology adopted a mixed approach with a quasi-experimental design of pre-test and post-test applied to a sample of 42 nursing students, for six weeks, an intervention was implemented based on six songs selected for their rhythmic richness and phonological clarity, integrating didactic sequences of active listening, repetition and group singing. In addition, semi-structured interviews were carried out to collect the subjective perceptions and the degree of motivation of the students. The results demonstrate significant improvements in the dimensions of phonology, prosody, intonation and fluency. Students achieved greater accuracy in vowel differentiation and critical consonants thanks to rhythm-fostered phonological memory. The prosodic accent and intonation became more natural, increasing oral intelligibility and expressiveness, likewise, verbal fluency was optimized by automating structures and reducing the cognitive load during oral production. In conclusion, music not only acts as a motivating factor, but also as an effective pedagogical instrument that produces measurable and substantial changes in communicative competence.