USING SONGS AS A TEACHING TOOL TO IMPROVE VOCABULARY RETENTION IN YOUNG EFL LEARNERS

Songs represent a powerful pedagogical tool for enhancing vocabulary acquisition among young English as a Foreign Language (EFL) learners. This article examines the theoretical foundations and empirical evidence supporting music-based instruction in vocabulary retention. Research demonstrates that songs engage multiple cognitive processes, including auditory processing, emotional response, and memory consolidation, which collectively facilitate long-term vocabulary retention. The integration of rhythm, melody, and repetition creates optimal conditions for language learning, particularly in young learners whose cognitive development benefits from multisensory input. This article synthesizes current research to provide educators with evidence-based strategies for implementing song-based vocabulary instruction.