The influence of listening to music on the development of pronunciation among EFL High School students: a systematic review.

Abstract

Current information in the field of education recognizes the need to rethink teaching methodologies in order to enhance the development of pronunciation in high school students of English as a foreign language (EFL). In this context, the purpose of this systematic review was to investigate the influence of listening to music on the development of pronunciation among EFL high school students. To this end, a process of searching, selecting, and analyzing scientific documents indexed in academic databases was carried out using Boolean operators. Multiple documents met the inclusion criteria and were examined according to their theoretical approaches, didactic dimensions, and conclusions. The results indicate that active, music-based pronunciation interventions are more effective than passive listening practices in improving students’ pronunciation, fluency, intonation, and stress patterns. However, the findings also highlight significant gaps in teachers’ methodological training and a lack of research conducted in Latin American contexts, underscoring the need for context-specific studies and pedagogical strategies that support effective pronunciation instruction in public high schools.