Jul 2026· Journal of Educational Management and Instruction (JEMIN)· Vol 6, pp. 180-196· 0 citations· 34 references
Abstract
Despite the widespread use of digital music platforms for vocabulary learning, limited research has examined how English songs on Spotify facilitate students’ vocabulary learning strategies and contribute to their lexical development. This study aims to discover university students' language learning strategies when learning vocabulary through English songs on Spotify and its benefit on their vocabulary mastery. An explanatory case study was used as a research method. The participants consisted of three undergraduate students majoring in English Education at a university in Tasikmalaya, West Java, Indonesia. The data were collected using semi-structured interviews and analyzed by thematic analysis, guided by language learning strategies framework. The results showed that students employed a combination of cognitive, affective, and metacognitive strategies including repeated listening to reinforce lexical retention, strategic use of platform features and online tools to clarify meaning and pronunciation and deliberate organization of activities. Participants mentioned that this practice increases word recognition and provided opportunities to apply newly acquired vocabulary in authentic digital environments. This study suggested that vocabulary learning through Spotify could facilitate self-regulated learning activity that promote the students’ lexical development.
One of the most important aspects of studying English is mastering vocabulary as it makes it possible for students to comprehend and communicate concepts clearly. However, due to boring classroom instruction and little exposure to relevant learning materials, many Indonesian EFL students still struggle to acquire an adequate vocabulary. The purpose of this study was to find out how much using English song lyrics improves students' vocabulary proficiency at MAN 2 Bulukumba. Based on the Kemmis and McTaggart model, the study used Classroom Action Research (CAR), which consists of two cycles: planning, action, observation, and reflection. Purposive sampling was used to identify 25 eleventh-grade students to participate. Speaking performance assessments with an emphasis on vocabulary mastering that were given throughout the diagnostic stage, Cycle I, and Cycle II were used to gather data. The results were additionally supported by reflective notes and observations made in the classroom. Descriptive statistics were used to compare the mean scores of the students and the proportion of students who met the Minimum Mastery Criterion (KKM). The results showed that after using English song lyrics, pupils' vocabulary proficiency significantly improved. During speaking exercises, students showed improved comprehension of word meanings, pronunciation, vocabulary use, and contextual application. The results imply that English song lyrics offer fun learning opportunities, recurrent word exposure, and meaningful language input that promotes vocabulary development. Thus, in EFL classes, English song lyrics may be regarded as a useful teaching tool for raising students' proficiency with English vocabulary.
A. Kurniati, Saiful Saiful, Radiah Hamid· International Journal of Sci...· 0 citations
Among the essential components of language learning, vocabulary mastery serves as the foundation for developing listening, speaking, reading, and writing skills. Students with insufficient vocabulary knowledge often experience difficulties in expressing ideas and understanding language input. Traditional vocabulary instruction frequently emphasizes memorization and repetition, which may reduce learners' motivation and engagement. This study aims to investigates the effectiveness of storytelling as a pedagogical strategy to improve vocabulary mastery among elementary school students learning English as a foreign language. Vocabulary acquisition remains a significant challenge for young learners due to limited exposure and traditional teaching approaches. Storytelling offers contextualized, meaningful, and engaging language experiences that can facilitate vocabulary development. This classroom action research involved 30 fifth-grade elementary students of SDN 1 Ampenan in academic year 2025/2026 and was conducted in two cycles. Data were collected through vocabulary tests, observations, interviews, and field notes. The findings revealed a substantial improvement in students' vocabulary achievement, classroom participation, motivation, and confidence. The average score increased from 58.4 in the pre-test to 71.2 after Cycle I and 84.6 after Cycle II. The study concludes that storytelling is an effective instructional strategy for improving vocabulary mastery among elementary students.
M. A. Hasby· Journal of English Education...· 0 citations
Vocabulary learning has been acknowledged as a persistent challenge for many English as a Foreign Language (EFL) learners, especially in contexts where vocabulary teaching is largely dependent on memorization and provides little opportunity for authentic language use. Mobile-assisted language learning (MALL) tools are becoming more and more available and applications such as Quizlet have been widely used to facilitate vocabulary development. This study investigated Vietnamese EFL students’ perceptions of using Quizlet for English vocabulary learning at Melbourne Polytechnic Vietnam. The study used a sequential explanatory mixed-methods design, comprising a questionnaire answered by 35 students and follow-up interviews with seven of the participants. Quantitative data were analyzed using descriptive statistics. Meanwhile, qualitative data were analyzed using thematic analysis. In addition, the results indicated positive perceptions of the usefulness, ease of use, engagement and satisfaction with Quizlet. Students identified Quizlet as a tool that improved vocabulary retention due to frequent exposure and retrieval practice, increased motivation through engaging and game-based activities, and provided easy access on mobile devices. However, participants identified several limitations, including repetitive learning activities, Internet-related issues and a lack of opportunities for contextualized vocabulary use. The study also suggests that Quizlet can be an effective supplement to vocabulary learning when incorporated with teacher guidance and communicative classroom practices. The findings add to the growing body of research on technology-enhanced vocabulary learning and have pedagogical implications for EFL instruction in Vietnamese higher education. Furthermore, the study extends existing research by providing insights into learners’ experiences with Quizlet in an underexplored Vietnamese tertiary EFL context.
Thao Nhi Le, T. Dương· EIKI Journal of Effective Te...· 0 citations
Flashcards are widely recognized as a pedagogical resource in foreign language teaching because they facilitate vocabulary recognition, practice, and retention through visual association and repeated exposure. Vocabulary acquisition is a fundamental component of English as a Foreign Language (EFL) learning; however, many students experience difficulties in remembering and using new words due to limited exposure to interactive and motivating learning strategies. Therefore, this study aimed to determine the effect of using flashcards on English vocabulary acquisition and student participation among young learners. A quantitative approach with a descriptive pre-experimental design was applied using a single-group pre-test and post-test structure. The study involved 13 students who participated in English learning activities supported by flashcards. Data were collected through vocabulary assessments and an observation checklist using a three-point Likert scale to evaluate students’ learning behaviors during the intervention. The results showed an improvement in students’ vocabulary performance after the implementation of flashcard-based activities, with higher levels of recognition, participation, and classroom interaction in the post-test evaluation. It was concluded that flashcards represent a useful instructional resource for supporting vocabulary learning among young EFL learners by promoting visual association, active participation, and meaningful engagement in classroom activities.
Katherine Johana Padilla Suntaxi, Juan Tomas Tipán Ayala, Olga Lorena González Ortíz· Revista de Investigación Edu...· 1 citation
In the digital era, excessive technology use often triggers media saturation, which ultimately makes it difficult for students to focus when learning vocabulary through conventional methods. This research was conducted to improve the vocabulary mastery as a fundamental communication skill for children. The main focus of this study lies in greetings as a basic communicative competence for young learners. The primary objective is to evaluate the effectiveness of English songs in boosting both student engagement and memory retention. By applying a Classroom Action Research (CAR) design following the Kemmis and McTaggart spiral model, this study was conducted over two cycles. This research involved 33 participants consisting of 16 males and 17 females during the 2025/2026 academic year. Data were collected comprehensively through validated researcher-made vocabulary tests, observation sheets, field notes, and visual questionnaires to ensure the validity of the findings. Data analysis was conducted by combining descriptive statistics for quantitative results and qualitative descriptive analysis to capture student behavior patterns. The results showed that the integration of combining English songs and movement significantly improved student engagement and memory, with 90% of students successfully achieving a minimum mastery score of 80 or higher. This figure exceeded the research’s success indicator of 85%. In conclusion, English songs proved to be effective as reliable cognitive and affective tools for restoring students focus amidst a tech-saturated learning environment in early childhood English education. The implications of this research suggest that elementary school educators should integrate musical elements and combined with movement to create a more interactive and enjoyable learning environment.
Nurul Fitriani, M. Zuniati, Wiwied Pratiwi· Journal of English Education· 0 citations
It is concluded that Moodle was perceived as a relevant environment for complementing vocabulary learning; however, its contribution depends on the pedagogical design of activities and does not, by itself, demonstrate objective improvement in lexical performance.
Mariela Katherine Moreira López, Cinthia Vanessa Ayala Imbaquingo, Angie Paulina Espinoza Morocho et al.· Revista Científica de Innova...· 0 citations
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