The Impact of Using Songs on Vocabulary Retention in Early Childhood

Resumen

This study examined the impact of song-based instruction on vocabulary retention among children aged four to five years in an English as a Foreign Language (EFL) context. A mixed-methods, quasi-experimental pre-test/post-test design was employed with 25 children enrolled in Early Childhood Education Level II at a private preschool in Quevedo, Ecuador. Quantitative data were collected through vocabulary assessments administered before and after the intervention, while qualitative data were obtained through classroom observations and parent interviews. The intervention integrated English songs incorporating rhythm, repetition, melody, and gestures into regular classroom activities. The results showed improvements in vocabulary recognition (24% to 80%), pronunciation accuracy (20% to 72%), and independent vocabulary use (16% to 68%). Classroom observations revealed high levels of motivation, participation, and attention during song-based activities. Parent interviews indicated that many children continued singing the songs and using English vocabulary outside the classroom. The findings suggest that song-based instruction is an effective strategy for supporting vocabulary retention and promoting meaningful language-learning experiences in early childhood education.