From Traditional Tunes to Digital Sounds: Teachers’ Perceptions of Using Songs in Young Learner English as a Foreign Language Classrooms

Teaching English to young learners has gained increasing attention in recent years, accompanied by a pedagogical shift toward engaging materials that go beyond traditional textbooks. Among these, songs have long been recognized for their potential to combine enjoyment with effective language learning. However, while the pedagogical value of songs is well established, relatively little research has examined how teachers perceive and integrate contemporary, technology-mediated songs that align with the digital experiences of today’s learners. Addressing this gap, the present explanatory sequential mixed-methods study explores Turkish English as a foreign language teachers’ perceptions of using songs in early English language education. Findings reveal that teachers strongly acknowledge the pedagogical benefits of songs, emphasizing their role in enhancing language acquisition, sustaining motivation, and creating emotionally supportive learning environments. Moreover, teachers highlight the capacity of songs to break the routine of traditional instruction and to promote authentic, enjoyable engagement with the target language. The study underscores the continuing relevance and evolving nature of songs as pedagogical tools. Accordingly, it is concluded that their systematic integration, particularly through modern and multimodal formats, can significantly enrich young learners’ language learning experiences.

Cite this article as: Utku-Bilici, Ö. (2026). From traditional tunes to digital sounds: teachers’ perceptions of using songs in young learner English as a foreign language classrooms. HAYEF: Journal of Education, 23, 0126, doi: 10.5152/hayef.2026.25126.