Abstract

This paper intends to examine the efficacy of song education to develop English proficiency in China’s EFL context. By conducting a comparative study between two parallel classes and analyzing the results of forty-eight questionnaires, the paper reveals the following: 1) song education can help improve pronunciation and intonation skills to a great extent; 2) only carefully selected songs can be evidently helpful with the acquisition of vocabulary and grammar; and 3) song education makes it possible for students to be more culturally informed and culturally interested. Thus this paper casts some light on how song education can be employed as an effective strategy to develop English proficiency for English majors in China.

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