A STUDY OF THE USE OF ENGLISH POP SONGS FOR THE ENHANCEMENT OF PAKISTANI PRIMARY LEVEL ESL LEARNERS’ ENGLISH PRONUNCIATION

Abstract

This study investigates the effectiveness of English pop songs in enhancing the pronunciation skills of the primary-level learners in a semi-government English medium school, employing classroom action research. The study’s data encompasses pretest and two posttest cycles, conducted on a conveniently sampled group of 20 ESL learners of Grade 5. Drawing on Kemmis and McTaggart’s model, the tests analyse the pronunciation of the sampled learners before and after the proposed pop song treatment, administered over a 9-week period. The results of research procedures reflect significant differences in mean values after comparing and analysing paired t-tests of cycles 1 and 2, using SPSS version 23. The findings indicate a notable increase in percentages, rising from 50.8 in the pretest to 77.4 in posttest I and further to 83.6 in posttest II. These results affirm that the use of pop songs motivate learners to enhance their pronunciation skills and reinforce their ability to recall correct pronunciation. The overall results suggest a positive correlation between the integration of pop songs and the enhancement in English pronunciation among young ESL learners.