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Article published In: Journal of Language and Pop Culture
Vol. 2:1 (2026) ► pp.83–106

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Tapping into the educational potential of pop songs in foreign language teaching through action research

 | University College of Education Upper Austria
 | University College of Education Upper Austria
Published online: 19 May 2025
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https://doi.org/10.1075/jlpop.24026.spa
Abstract
This paper reports a two-year action research project about the potential literary and linguistic value of pop songs in English as a foreign language (EFL) teaching. Considering pop songs as creative texts of cultural, social, and literary significance, the project aimed to develop and examine a methodological framework that can help synthesize potential literary and linguistic benefits. To this end, two song teaching units were designed, taught, and investigated with seven groups of learners (N = 113) in Austria. The study yielded ambiguous results. While in general the song units received high acceptance rates from the participants, with particularly high scores for phases of creative work, learners’ assessments of language-focused learning phases were less conclusive. The study also revealed that song units designed on the basis of the suggested methodological framework can be time-consuming and tend to require more time than originally planned. Addressing these issues, implications and action strategies for using this approach in the practice of EFL teaching are discussed.
Article outline
  • 1.Introduction
  • 2.Theoretical foundation
    • 2.1Developing literary and communicative competences through pop songs
    • 2.2Key dimensions of a methodological framework for using songs in EFL teaching
  • 3.Methodology
    • 3.1Research questions
    • 3.2Context and participants
    • 3.3Data collection and materials
    • 3.4Research process
      • 3.4.1Song selection
      • 3.4.2Teaching procedure
      • 3.4.3Data analysis
  • 4.Findings
    • 4.1Quantitative findings
    • 4.2Action strategies
      • (1)Sharing personal responses
      • (2)Language-focused phase
      • (3)Analytical work phase
      • (4)Creative phase
  • 5.Discussion
  • 6.Limitations
  • 7.Conclusion
  • References
References (45)
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