Based on the findings, some implications are presented for different stakeholders. Finally, the outcomes of a one-way MANOVA showed that experimental groups and control groups performed differently with respect to SFR, FMC, and CR. Additionally, the outcomes of a three-way ANOVA indicated that the experimental groups outperformed the control groups, giving rise to the conclusion that the treatment had been positively influential in improving the learners’ vocabulary learning. The outcomes of a two-way ANOVA revealed that there was a statistically significant difference between the experimental group which received both pre-test and the treatment and the experimental group which received treatment but no pre-test. After 3 weeks, all the groups took the delayed post-test. Two experimental groups and one control group completed the immediate post-test. The control groups did not listen to any songs. The data were obtained over five 90-min sessions. Nevertheless, all the groups took a delayed post-test. Two experimental groups and one control group received immediate post-test whereas for the other groups there was not any immediate post-test. Two experimental groups and one control group took the pre-test, while for the other groups there was not any pre-test. The participants were randomly assigned into four experimental groups and two control groups. For this purpose, a total of 150 female EFL learners, aged from 11 to 15, were selected from Iran Language Institute in Shahrekord City. This study explores the immediate and delayed impacts of songs on implicit vocabulary learning in terms of spoken-form recognition (SFR), form-meaning connection (FMC), and collocation recognition (CR) of Iranian intermediate female english as a foreign language (EFL) learners. 3Department of Teaching English and Linguistics, University of Ayatollah Ozma Borujerdi, Borujerd, Iran.2Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.1Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.10.18326/ Ahmad Tilwani 1†, Fatemeh Amini MosaAbadi 2†, Sajad Shafiee 2*† and Zeinab Azizi 3† The Influence Of Listening Habits Of English Songs Toward Vocabulary Mastery. Dippitydoo activity book: songs & activities for children. Department Of English Language Educationfaculty of Psychology and Socio-Cultural Sciences Islamic University of Indonesia. Students’ Perception on The Use of English Songs to Learn English Pronunciation at A Private English Course in Mataram. (2009) Second Language Teaching and Learning. Using popular songs to improve language listening comprehension skills. Advanced French conversation through popular music. Reading, writing, speaking and listening: perspectives in applied linguistics. It can be concluded that English songs can improve the students’ vocabulary mastery.Īry, Donald. The participants found that every aspect in songs were able to be used to help them to have better development on their listening skill and even on the language elements (pronunciation, vocabulary, and grammar). Based on the research findings, it could be seen in the responds of the participants. The researchers distributed the questionnaire to the students by using Google form. in order to answer the research questions, this study used the questionnaire. While the researchers used purposive sampling to take 30 students as the sample. In conducting this reseach, researchers took the 2019 batch English students in Tadulako University as the respondent. Songs have a big role in helping the researchers to increase the vocabulary mastery so that the purpose of the study was to find out the use of English song in improving students’ vocabulary mastery. The idea of this research was based on the researcher’s experiences. Vocabulary, Songs, English songs Abstract
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