Welcome to the Jungle: An Empirical Study on Teaching Listening Through Songs

Abstract

Listening is one of the most challenging foreign language skills to develop, yet classroom practice often prioritizes testing rather than training. This study investigates whether an inquiry-based activity using song lyrics can support aural decoding, and specifically word segmentation, in learners of Italian as a foreign language. Ninety-seven Maltese students in Years 7–8 were assigned to one of three conditions: pop songs with music, spoken renditions of the same lyrics without music, or a control group following regular instruction. Participants completed pre- and post-tests based on mini-dictations targeting segmentation. Both treatment groups showed significant improvement, while no gains were observed in the control group. Music did not yield a significant advantage overall, although descriptive results suggest younger learners (Year 7) may benefit slightly more from songs. These findings provide preliminary evidence that inquiry-based listening activities using authentic materials can enhance early decoding skills and offer feasible complement to instruction.