A Teacher’s Perception on the Use of Song-Based Games to Promote Student Engagement in Teaching English to Young Learners
Abstract
Song-based games have emerged as an innovative pedagogical approach in English to Young Learners (EYL) instruction, particularly for promoting active and meaningful classroom participation. This study investigates a teacher’s perception of the use of song-based games in fostering student engagement across behavioral, emotional, and cognitive dimensions at the elementary school level. Employing a descriptive qualitative design, data were collected through a Likert-scale questionnaire and a semi-structured interview with one experienced English teacher who had approximately 14 years of experience teaching EYL. The questionnaire results showed that emotional engagement obtained the highest mean score (M = 4.00), followed by cognitive engagement (M = 3.75) and behavioral engagement (M = 3.25). The interview findings further revealed that students’ prior exposure to English songs through mobile devices created an affective entry point that encouraged participation, particularly among students who were initially shy or reluctant to speak. The teacher also identified several challenges in implementing song-based games, including classroom noise, limited student confidence, and the selection of age-appropriate and relevant materials. These challenges were addressed through careful lesson preparation, the establishment of clear game rules, and the implementation of group-based activities. Overall, the findings indicate that song-based games can support multidimensional student engagement in EYL contexts. Emotional engagement appeared to provide an important foundation for encouraging students’ behavioral participation and cognitive involvement. The study highlights the potential of integrating familiar and enjoyable musical activities into English instruction to create a more engaging learning environment for young learners.
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