Karaoke as a Strategy to Improve English Learning Among High School Students

Abstract

The present study employed a mixed-methods approach to examine the contribution of karaoke as a teaching strategy to improving English listening comprehension and pronunciation among first-year high school students. The study population and sample consisted of 43 students aged 15 to 16 years. The intervention was conducted over four weeks and included eight sessions lasting 25 to 30 minutes each. Quantitative data were collected through pre-intervention (pretest) and post-intervention (posttest) assessments of listening comprehension, vocabulary, and pronunciation. Qualitative data were obtained through interviews with 10 students. The Wilcoxon signed-rank test revealed statistically significant improvements in listening comprehension and pronunciation (p < .001), with large effect sizes. Furthermore, the qualitative findings highlighted the importance of prior vocabulary preparation, listening practice, repetition, and confidence in oral participation during karaoke activities. The study concluded that structured karaoke activities were associated with improvements in the assessed language skills. However, the absence of a control group limits the ability to establish causal relationships.