Abstract

Pronunciation is a crucial component of language acquisition, vital for achieving clarity and fluency in communication. This study, utilizing cycles of action research, aimed to evaluate the impact of songs on the pronunciation skills of Thai EFL learners. Additionally, this study explored the participants’ perceptions of using songs in their English class and employing a cyclical action research process. The study involved 25 third-grade students with poor pronunciation skills. Data was collected through song-based lessons, pronunciation pretest and posttest, and a semi-structured interview. Quantitative data were analyzed using descriptive and inferential statistics, including means, standard deviations, and paired-sample t-tests. Qualitative data were examined using content analysis.

The findings revealed that songs significantly enhanced the pronunciation skills of the participants at the 0.05 significance level, with a mean score of 76%. Participants viewed song-based lessons positively, noting improved learning environments and emotional and functional benefits. These lessons made the classroom more engaging and enjoyable while helping reduce anxiety and boost motivation. Functionally, songs aided in improving pronunciation through repetitive and rhythmic practice. The study’s findings suggest that incorporating songs into the curriculum can be an effective strategy for enhancing pronunciation skills in Thai EFL learners, providing significant pedagogical advantages and fostering a more dynamic and supportive classroom atmosphere.

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