Teachers’ perspectives on using English songs to foster young learners’ autonomy

Abstract

Learner autonomy has become a top priority in Vietnam’s English language education system, where national policy strongly emphasizes the development of English proficiency among young learners. This study explores teachers’ perspectives on the use of English songs as a pedagogical tool to promote autonomy among young learners. A quantitative survey was conducted at a foreign language center in Ho Chi Minh City, with data collected from 38 teachers through a structured questionnaire. Descriptive statistics and correlation analyses were employed to examine perspectives, challenges, and strategies. The findings indicate that teachers highly valued English songs for supporting vocabulary retention, pronunciation self-monitoring, listening comprehension, and learners’ willingness to speak. Songs were also seen to create opportunities for learner choice and independent practice, though challenges remained in selecting suitable songs, managing limited class time, and assessing autonomy-related outcomes. The study revealed that songs represent an effective medium for promoting autonomy and offers practical implications for EFL pedagogy in Vietnam.