South American Research Journal, 3(2), 53-62  
https://www.sa-rj.net/index.php/sarj/article/view/46  
RESUMEN  
The Impact of Lyrics Training  
Application on Enhancing Speaking  
Skills in A1-Level Students  
Lyrics Training es una aplicación de aprendizaje que  
potencia las habilidades de expresión oral, permitiendo a los  
estudiantes aprender un segundo idioma mediante videos  
musicales y letras de sus canciones favoritas. Este estudio  
investigó la efectividad de esta aplicación en mejorar la  
precisión al hablar. Se dividió a 147 estudiantes de tres  
instituciones en dos grupos de primer y segundo año de  
educación secundaria (SDB y RCE). Además, se incluyeron  
dos grupos de estudiantes de doble inscripción que toman  
clases en una universidad y provienen de distintos niveles e  
instituciones de secundaria. El estudio empleó un enfoque  
cuantitativo con un diseño cuasiexperimental de preprueba y  
posprueba. En los resultados se advirtió que la aplicación tuvo  
un efecto estadísticamente significativo en las habilidades  
lingüísticas de los participantes (p <0,001 según la prueba  
Wilcoxon). La consistencia de las mejoras en la comprensión,  
habilidades lingüísticas, pronunciación y comprensión del  
contenido sugiere que la intervención fue integral y abordó  
eficazmente todos los aspectos clave del aprendizaje de  
idiomas. Mientras que al comparar a los estudiantes de  
colegio con los del rol dual, se advierte que las mejoras  
obtuvieron ventajas para los estudiantes de secundaria en  
comprensión y fluidez (p<0,05 según la prueba U de Mann  
Whitney). Por lo expuesto, el presente estudio proporciona  
evidencia convincente de la efectividad del uso de canciones  
en el habla de los estudiantes que están aprendiendo inglés  
A1.  
El impacto de la aplicación de Lyrics  
Training en la mejora de las habilidades de  
habla en estudiantes de nivel A1  
Sandoval-Vizuete, Estuardo Vladimir1,  
Viracocha-  
Chicaiza, Jenny Guicela2,  
Almeida-Ruiz, Gloria  
Tatiana2  
y Cabrera-Arias, Sandra Mercedes3  
1
Universidad Técnica de Cotopaxi. Av. Simón Rodríguez s/n Barrio  
El Ejido Sector San Felipe, Latacunga, Ecuador.  
Universidad Estatal de Milagro. Cdla. Universitaria “Dr. Rómulo  
Minchala Murillo”, km. 1.5 vía Milagro, Virgen de Fátima,  
Milagro, Ecuador.  
2
3
Universidad de Cuenca, Languages Institute, Av. 12 de Abril  
s/n, Campus Central, Cuenca, Ecuador.  
Email: estuardo.sandoval@utc.edu.ec  
Recepción: 15 de marzo de 2024 - Aceptación: 23 de abril de 2024 -  
Publicación: 25 de abril de 2024  
Palabras clave: Lyrics training, High School, Teaching  
English as a Foreign Language  
ABSTRACT  
INTRODUCTION  
Lyrics Training is a learning app that enhances oral  
expression skills, allowing students to learn a second  
language through music videos and the lyrics of their favorite  
songs. This study investigated the effectiveness of this  
application in improving speaking accuracy. 147 students  
from three institutions were divided into two groups of first  
and second-year high school (SDB and RCE). Additionally,  
two groups of dual enrollment students, who take classes at a  
university and come from different high school levels and  
Learning to communicate in a new language is  
sometimes a difficult challenge especially for English as a  
Foreign Language (EFL) students, as they navigate the  
intricacies of a language that holds global significance (Cook,  
2
016). In this linguistic journey, the acquisition of speaking  
skills emerges as a cornerstone. Besides, a robust vocabulary  
is not merely a tool for communication, but the scaffold upon  
which language proficiency is constructed (Nation I. S.,  
2
013). The acquisition of new words, phrases, and  
institutions, were included. The study employed  
a
expressions is central to the EFL learning process,  
influencing every facet of linguistic competence, from  
reading comprehension to effective communication (Schmitt,  
quantitative approach with a quasi-experimental pretest-  
posttest design. The results indicated that the application had  
a statistically significant effect on participants' language skills  
2
008).  
Because of technological advances, the ways people  
(p <0.001 according to the Wilcoxon test). The consistency  
of improvements in comprehension, language skills,  
pronunciation, and content understanding suggest that the  
intervention was comprehensive and effectively addressed all  
key aspects of language learning. Furthermore, when  
comparing high school students with those in dual enrollment  
roles, improvements were advantageous for high school  
students in comprehension and fluency (p<0.05 according to  
the Mann Whitney U test). Thus, this study provides  
compelling evidence of the effectiveness of using songs in the  
speech of students learning English A1.  
learn a foreign language have diversified unique features,  
ease, and variety, making such advances important tools for  
language learners. Applications (Apps) for language learning,  
for instance, provide planned activities on a range of language  
acquisition topics, such as grammar, vocabulary, speaking,  
listening, and reading. These applications frequently use  
spaced repetition algorithms and flashcards to improve  
learning efficiency and effectiveness by improving  
memorizing and retention of new words and phrases.  
Among the innumerable language learning applications,  
Lyrics Training, an innovative musical app, has garnered  
attention and acclaim from learners. Although its premise  
would be deceptive for some people, it could optimize the  
Keywords: Lyrics training, High School, Teaching English  
as a Foreign Language  
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learning of speaking and information through videos and  
activities such as filling in the lyrics of your favorite songs.  
In addition, this digital tool may help learners to  
strengthen speaking skills through songs, especially for  
students who are starting to learn a language.  
As it is known, listening and speaking can be easily and  
enjoyably practiced using music. A learner’s favorite song  
can be played and listened to develop engaging activities.  
With Lyrics Training, not only will listening comprehension  
be quickly improved, but also vocabulary will be expanded  
by learning new words and expressions, speaking  
comprehension will be enhanced, and even grammar skills  
will be boosted.  
It is hypothesized that by using music videos and the  
words to their favorite songs, this software helps students  
learn and improve their EFL skills. Above all, it is believed  
that this program would train the ear, greatly enhancing one's  
ability to distinguish quickly and accurately words and  
sounds in a foreign language. It is thought that this training  
happens practically instinctively, regardless of whether one  
understands the meaning of every phrase or not.  
According to recent research, simply hearing a foreign  
language can help create the neural connections and  
structures needed to learn that language. Furthermore, music  
is suggested as a fun way to learn, hear, and pronounce  
different accents and pronunciations. This allows for more  
flexibility when assessing a person's capacity to distinguish  
between different sound patterns.  
In addition, This digital tool helps will students to  
strengthen their skills through songs, especially in students  
who are just learning a language, from our perspective,  
teachers seek innovations for each class, and always have a  
vision for each student to better understand the English skills,  
the skill that more difficult, and that students need to develop  
is speaking, because of the exposure does not allow them to  
move forward but with materials that attract their attention  
and especially their learning that is fundamental in each  
student.  
Lyrics Training can be particularly useful to teachers  
looking for a fun way to teach new words and help students  
improve their listening skills. Although it is most appropriate  
for older kids, teachers could use it with younger English-  
language learners, if they carefully seek age-appropriate  
titles. Moreover, it is easy to use this site's print options to  
curate cloze-reading passages using students' favorite songs.  
Finally, while some research on technology-assisted  
language learning exists in the Ecuadorian context, studies  
specifically focus on the Lyrics training impact on listening  
and speaking practice. This study aimed to bridge this gap and  
provide valuable data for educators, policymakers, and  
learners. The researcher chose students from A1 level.  
Research problem or question: Clearly state the research  
problem or question that the study aims to address.  
and practical integration, pupils can encounter difficulties in  
enhancing their speaking abilities. Speaking ability can also  
be greatly influenced by students' motivation levels and  
cultural attitudes toward language acquisition. Students may  
be less likely to practice and advance their speaking abilities  
outside of the classroom if they lack desire or don't think  
learning English is important.  
Augusto & García (2012) stated that Lyrics Training is  
a tool that gives ESL students learning materials they can use  
daily. To utilize this software, students must have a device, a  
strong internet connection, and the motivation to learn.  
According to Meilinda (2019), Lyrics Training is a program  
that incorporates music from YouTube. It attempts to give  
students entertaining alternatives to work on their listening  
and speaking comprehension in English.  
Additionally, Garlaza (2022) demonstrated that lyric  
training is a free technical tool that educators and students can  
use. It motivates students to use their free time to  
independently practice listening. According to Garib (2021),  
Lyrics Training has six standout elements, including the  
home page features, the game's starting page, the game that is  
now being played, and the game score.  
Teaching Speaking throughout this app, will help  
students to acquire the skill of speaking with confidence and  
fluency, which will benefit them in all aspects of their lives.  
Speaking abilities are characterized as those that enable  
successful communication. They enable us to communicate  
orally and in a manner that is understandable to the listener.  
Speaking is an interactive process in which the listener  
responds to what is said and shares information as needed.  
Therefore, to communicate successfully, it's critical to  
improve both speaking and listening abilities.  
This study was designed to answer the following  
Research Question (RQ):  
•
How will the Lyrics Training application impact on  
enhancing Speaking Skills in A1 level students?  
The research question and the hypotheses listed in the  
previous paragraph were examined through a quantitative  
quasi-experimental research design. The causality was  
inferred from the effect of the experimental conditions, the  
Lyrics training application, on the outcome variables, on  
Enhancing Speaking Skills in A1-Level Students from three  
institutions. Two institutions from high schools and one from  
the higher education with students from high schools (dual  
enrollment).  
The inclusion of students enrolled in dual enrollment  
programs adds another layer of complexity to the study's  
participant demographics. These students, who are  
concurrently pursuing high school education while taking  
university-level courses to obtain an English certificate at the  
A1 level, present a unique profile. Their decision to undertake  
additional courses may stem from academic challenges  
Speaking issues could be significantly exacerbated by a  
lack of everyday exposure to English. In contrast to nations  
where English is taught from a young age or is widely spoken,  
learners may have fewer opportunities in Ecuador to practice  
and use the language outside of the classroom.  
The issue might be exacerbated by traditional teaching  
strategies that place more emphasis on reading  
comprehension and grammar than on speaking and listening  
abilities. If language education in Ecuador is predominantly  
focused on textbooks, devoid of communicative exercises  
encountered in high school, suggesting a need for  
supplemental support. However, their participation also  
signifies advantages in terms of both economic resources and  
available time to attend extra classes. This combination of  
factors underscores the diverse motivations and  
circumstances driving their educational journey, enriching  
the study's exploration of the effectiveness of the "Lyrics  
Training" program in varied learning contexts.  
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General Objective:  
To successfully engage their technologically savvy  
pupils, music educators need to stay up to date on emerging  
music technology tools and digital platforms. Research  
conducted in 2017 by Savage and Waldron highlights how  
crucial it is for teachers to continue their professional  
development to improve their use of technology in the  
classroom and the learning experiences of their students.  
Teachers can accommodate a variety of learning styles and  
deliver engaging learning experiences by using both in-class  
resources and additional materials like instructional films and  
interactive platforms (Savage & Waldron, 2017).  
Benefits like customized instruction and asynchronous  
learning are provided by integrating technology into music  
education; these are especially helpful in today's diverse  
school settings. Scholars such as Webster (2018) emphasize  
how students can study music in-depth and at their own pace  
thanks to technology, which enables individualized learning  
experiences. As students use interactive platforms and digital  
resources, this method not only encourages student  
engagement but also the creation of new learning  
methodologies (Webster, 2018).  
•
To assess the effectiveness of Lyrics Training app  
to improve students' speaking skills compared to a  
traditional classroom.  
Specific Objectives:  
•
To measure the speaking proficiency levels of  
students in both the high school students’ group and  
the university students’ group before and after the  
implementation of Lyrics Training App  
•
•
To assess the speaking skills improvement in both  
groups after the intervention period.  
To compare the speaking proficiency levels  
between the high school students’ group and the  
university students’ group before and after the  
implementation of Lyrics Training App  
Significance of the study  
The use of English Songs to Activate Student's Speaking  
English Skills  
The purpose of this study was to investigate the  
problems that teachers encountered when teaching students  
to speak proficiently using songs. Using a fun approach, a  
song they already know the song is intended to assist pupils  
become acclimated to the vocabulary and pronunciation of  
the English language across all learning phases. Based on the  
study's findings, it can be deduced that the teacher mainly  
used the song to incorporate learning into three activities: the  
opening, while, and closing activities by giving the students  
access to a YouTube video and helping them with translation  
to inspire them to use the song to practice speaking English.  
Moreover, the efficacy of the Lyrics Training app in  
teaching the brain and ear to identify and comprehend sounds  
and words in an unfamiliar language carries wider  
consequences for neurocognitive studies on language  
acquisition. According to recent research, hearing a foreign  
language can create neural pathways and structures in the  
brain that help in language learning. With the use of  
interactive exercises and music, the app not only will keep  
users interested but also will activate the neurocognitive  
processes that support language learning. Overall, the app's  
success will improve language proficiency, encouraging a  
love of music-based learning, and upending conventional  
teaching techniques highlights its importance and important  
contributions to the body of knowledge already available in  
the fields of EFL instruction, vocabulary acquisition,  
grammar instruction, neurocognitive research, and innovative  
pedagogy.  
Additionally, innovative, affordable, and readily  
available technology resources for music instruction make  
them priceless tools for teachers and students alike.  
According to studies by Abramo (2016), engaging and  
immersive learning experiences may be had at a fraction of  
the price of traditional music equipment when using digital  
platforms and software apps. By enabling students to master  
the instruments and methods that contemporary professional  
musicians and composers employ, these materials help close  
the knowledge gap between classroom instruction and  
practical application (Abramo, 2016).  
To sum up, the incorporation of technology into music  
education empowers learners and gives them the tools they  
need to succeed in the current digital landscape. Teachers  
may build dynamic and engaging learning environments that  
stimulate creativity, improve learning outcomes, and equip  
students for success by adopting novel technology and  
integrating them into their teaching practices.  
Music and learning  
The current publications offer proof of improved  
auditory and cognitive capacities in people with musical  
training, which supports the phonological and reading  
components of second language learning. For example,  
Moreno et al. (2009) discovered that musical training  
improves the brain mechanisms that underlie speech  
processing, which may have a beneficial effect on second  
language learners' phonological abilities. Furthermore, Schön  
et al.'s (2004) study showed that musicians have better  
reading comprehension, pointing to a transfer effect between  
musical training and literacy in second language learning.  
As previously said, there is still much to learn about the  
impact of musical activities on other language subdomains  
like grammar and pragmatics, and the application of findings  
from native-language studies to L2 is still in its infancy.  
Research on the entire range of L2 learning features beyond  
phonological skills is lacking, despite studies showing links  
between musical training and improved reading and  
phonological abilities in L2 learners.  
LITERATURE REVIEW  
Technology  
These days, technology is an essential part of teaching  
modern music, especially with today's students who are  
digital natives. Prensky (2001) popularized this phrase, which  
describes people who have grown up surrounded by digital  
devices like iPads, applications, video games, computers, and  
the internet. Since today's students are digital natives used to  
technology in many areas of their lives, incorporating it into  
music education is a logical and necessary step forward  
More research is required to completely describe the  
range of advantages that musical activities have on people's  
capacity to learn new languages, to close this gap. Scholars  
like Slevc (2012) have stressed the importance of conducting  
(Prensky, 2001).  
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long-term research to look at how musical training affects  
other language subdomains, like grammar and pragmatics, in  
second language learners over time. Additionally, examining  
how musical activities affect various age groups and skill  
levels might shed light on the possible advantages of  
including music education into the curriculum for language  
learning.  
This research has shown that musical activities are  
beneficial for some parts of second language learning, but  
there is still more to learn about how they affect pragmatics,  
grammar, and other language subdomains. As scholars like  
Slevc (2012) have argued, more study in this field is needed  
to better understand the connection between music and  
language acquisition as well as to develop more effective  
teaching strategies for a variety of educational settings.  
A selection of the papers that the researcher has gathered  
are included below; these articles examine the Lyrics  
Training apps.  
development and helps to strengthen the bond between them  
and their caregiver, who is usually their mother.  
Research conducted at the Infant Learning Lab at the  
University of Wisconsin underscores the significance of  
music in language acquisition. McGowan (2008) found that  
infants demonstrate accelerated learning when exposed to  
sung speech compared to spoken speech. This suggests that  
music enhances infants' receptivity to language input,  
facilitating faster comprehension and learning.  
Furthermore, "motherese," which is typified by  
pronounced vocal inflections and a sing-songy style of  
speech, is a phenomenon that is shared by people from many  
cultural backgrounds. This musical mode of expression helps  
kids make the transition from nonverbal to verbal knowledge.  
As explained by Deutsch (2010b), "motherese" acts as a link  
between song and speech, obfuscating the distinction  
between the two modalities and adding in newborns' language  
development.  
Augusto & García (2012), the first researcher, found out  
how students utilize the Lyrics Training app. Twenty  
individuals, comprising three pre-intermediates and  
seventeen beginners, were involved in this study at  
Universidad Veracruzana. There are two rounds of exercises  
and questions in the experiments. Consequently, the  
researchers discovered that this software aids in the  
development of their listening and pronouncing skills.  
Additionally, students are more engaged in learning English  
and listening skills since they have access to a greater  
selection of songs (in addition to those found in the  
coursebook). On the other hand, the researcher was also let  
down by the fact that some terms and spelling conventions  
were unfamiliar.  
In the second, Angelina (2020), she discovers the  
benefits and limitations of Lyrics Training. During the final  
four months of 2019, it was held at Sonata Dharma  
University's English Language Educational Study Program.  
This experiment involves thirty pupils. Like the Likert scale  
and open-ended questions, it consists of two phases.  
Ultimately, the outcome demonstrated that there were two  
benefits and one drawback. The first benefit is that by easing  
their pressure to learn, it can assist pupils in becoming more  
motivated to learn.  
Music and language intertwine in profound ways,  
especially in the developmental stages of infants. This  
symbiotic relationship is crucial for early language  
acquisition and bonding between caregiver and child.  
According to Deutsch (2010b), an awareness of music plays  
a pivotal role in a baby's language development, fostering a  
deeper connection between the infant and their caregiver,  
typically the mother.  
Research conducted at the Infant Learning Lab at the  
University of Wisconsin underscores the significance of  
music in language acquisition. McGowan (2008) found that  
infants demonstrate accelerated learning when exposed to  
sung speech compared to spoken speech. This suggests that  
music enhances infants' receptivity to language input,  
facilitating faster comprehension and learning.  
Incorporating these insights into your research can  
provide a solid theoretical foundation for understanding how  
the Lyrics Training application can be effectively  
implemented to improve listening and speaking skills among  
A1 level students.  
Music as a Tool for Learning  
Research indicates that musical practice has  
implications for central auditory processing, suggesting that  
musical ability is associated with better performance in  
several auditory processing skills. Using songs is another,  
more popular method of incorporating music into foreign  
language instruction. Over time, this use has developed into  
a multi-level, multi-skills system. Songs were occasionally  
utilized in conjunction with the Audiolingual Method, a  
The second is their ability to recall the lyrics of songs  
they enjoy. The drawback is that it occasionally loses the  
hints and still has a lot of commercials.  
Next, Dharmawan et al. (2019), the third researcher,  
conducted a study with 34 first-year University of Bandar  
Lampung students who had been studying English for 12  
years but were still having trouble listening. They participated  
in the study that included questionnaires, interviews, and  
teacher observation. Consequently, most students expressed  
their satisfaction with the software, which encouraged them  
to continue learning English. Additionally, it helps children  
focus more intently on the instruction.  
"method in the teaching of foreign languages," from the  
1
950s through the 1970s.  
Languages are built around a drill technique where  
students mimic or modify teacher-pronounced or oral sample  
sentences (Oxford English Dictionary). Singing songs  
allowed for the repetitive drills in this strategy since they are  
repetitious, and it also made the drill process less boring  
Music and learning  
(Kanel, 2000). As certain methods of teaching languages  
Particularly during the early phases of an infant's  
development, there is a deep connection between music and  
language. This mutually beneficial interaction is essential for  
the child-caregiver bond to form and for early language  
spread, such as communicative language instruction and the  
task-based language instruction, "there was an unexpected  
need for instructional resources for the use of music in the  
classroom for language acquisition (Engh, 2013b, p. 113).  
Different teachers created their own song-based FL teaching  
methods. For example, Anton (1990) established the  
acquisition. Deutsch (2010a) asserts that  
a
baby's  
understanding of music is essential to their language  
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Contemporary Music Approach, which uses songs to practice  
grammar, while Mora (2000) developed the Melodic  
Approach, which emphasizes language through melody.  
Songs can be used in the FL classroom in a variety of ways,  
aside from these approaches. Examples include using the  
song itself, the context, the singer, etc.  
content analysis. In the end, they find that college students  
would benefit more from this app than younger ones.  
Additionally, it can help them focus during the lecture. The  
process of selecting the game's difficulty and the app's  
language is similarly simple for students to use. Students can  
also select from a variety of musical genres on it.  
The Melodic Approach by Mora and the Contemporary  
Music Approach by Anton are two excellent examples of how  
teachers have imaginatively used songs into language training  
to address various linguistic characteristics like grammar and  
melody are Anton's Contemporary Music Approach and  
Mora's Melodic Approach. These approaches highlight how  
adaptable music is as a teaching tool and how it can be used  
to get students interested in practicing their language skills.  
Furthermore, the recognition that songs may be used in  
the FL classroom in a variety of ways outside of these  
methods highlights how versatile and flexible music-based  
learning is. This recognition gives teachers more freedom to  
experiment with different approaches to integrating music  
into their lessons while meeting the individual requirements  
and preferences of their students.  
An important development in language learning,  
especially in the context of English as a Foreign Language  
(EFL) instruction, is the Lyrics Training app. Its creative  
method immerses students in a dynamic and immersive  
learning environment by fusing music, lyrics, and interactive  
exercises. This innovative approach not only will improve  
Speaking comprehension by having students fill in the blanks  
in the lyrics, but it also makes meaningful vocabulary  
acquisition easier by introducing students to a variety of  
words in the context of songs. Furthermore, by emphasizing  
natural language usage in songs, the app will give users  
implicit grammar education, which would help them get a  
more intuitive grasp of grammatical patterns and structures.  
This method questions established ideas about explicit  
grammar training and emphasizes the advantages of using  
real materials in grammar instruction.  
Overview of relevant studies: Provide an overview of  
the existing literature on language learning, technology in  
education, and speaking skill development, focusing on  
studies that have explored the use of applications for  
improving speaking skills.  
Additionally, Garlaza (2022) demonstrated that lyric  
training is a free technical tool that educators and students can  
use. It motivates students to use their free time to  
independently practice listening. According to Garib (2021),  
the Lyrics Training has six standout elements, including the  
home page features, the game's starting page, the game that is  
now being played, and the game score.  
Nowadays, many people are looking for alternatives to  
learn English in an easy and fun way, and with the help of  
songs, it is easier to learn. This technological application  
besides training, helps to improve the English levels that each  
one has, through songs, videos, and training activities that this  
application offers. It is very useful because it can be used  
inside and outside the home or school, where more and more  
teenagers like this application and improve their English  
skills, especially listening and speaking.  
With the use of Lyrics Training, you can quickly and  
effectively teach your ear to recognize foreign language  
words and sounds. This training occurs practically  
subconsciously, regardless of whether you are familiar with  
the vocabulary.  
According to recent research, simply hearing a foreign  
language helps our brains form the connections and structures  
needed to learn it.  
Bernaus et al. (2009) carried out  
a thorough  
investigation on how music affects learning a second  
language. Their study explored the complex connection  
between music and language learning, with a special  
emphasis on how singing can help second language learners  
acquire the language more quickly. Additionally, Bernaus et  
al. (2009) examined the cognitive mechanisms that underlie  
the incorporation of music into language learning  
environments, emphasizing how musical engagement  
activates brain pathways linked to memory consolidation and  
language processing (Slevc & Miyake, 2006).  
Their results supported the inclusion of singing and  
musical activities as essential elements of language learning  
curriculum, highlighting the pedagogical potential of music  
in second language instruction (Levitin & Tirovolas, 2009).  
Teachers can create immersive and engaging learning  
environments that support language competency and cultural  
appreciation among second language learners by using the  
inherent musicality of language (Wong & Eiser, 2012).  
Finally, Bernaus et al. (2009) provided insightful  
information about the transformative potential of music in the  
study of second languages and argued for its use into  
instructional strategies to enhance language acquisition and  
develop communicative competence in students.  
Furthermore, listening to varied accents and  
pronunciations gives you more freedom when testing your  
ability to distinguish between the many sound patterns of a  
foreign language. Music is also an enjoyable approach to  
study. Compared to the standard listening exercises in  
language schools, where the pronunciation is excessively  
precise and not very useful, this is significantly different.  
According to Fonseca-Mora et al. (2014), the study  
looked at how musical components like melody, rhythm, and  
intonation might act as useful scaffolds for language  
acquisition by giving students auditory signals and mnemonic  
devices to help with pronunciation and vocabulary recall.  
Why choose Lyrics Training  
Lyrics Training App  
Garib (2021) claims that Lyrics Training is a free app  
with two million users across roughly 13 languages that offers  
students 32 distinct genres of music. By listening to music  
and completing an assignment regarding the grammar points  
in the song, it offers students a variety of options for learning  
the languages they enjoy. With the aid of this software,  
Wahyuni et al. (2019) conducted a study on the  
application of Lyrics Training to enhance listening  
comprehension. Initially,  
Lyrics Training's utilization of technology was also  
studied by Dixon & King (2016). They employ the method of  
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students can enhance their lexical grammar, expressions in  
language, listening comprehension, and pronunciation.  
Expressions used in language and lexical grammar.  
Numerous variations exist that could potentially set this  
app apart in the context of academia. According to research  
by Azhari & Adnan (2018), students only learn in class when  
they passively monitor the news on TV and listen to academic  
conversations. To put their knowledge into practice, they  
must participate in engaging activities. The researcher  
selected this app in the hopes of allowing it to provide  
students with more engaging resources, such as music videos  
and songs, which can enhance their learning experience.  
Then, because of Aldas (2020), this app's segmental and  
supra-segmental capabilities can help kids' speaking and  
listening abilities. It's a tool that helps prevent classroom  
boredom.  
JASP (Jeffrey's Amazing Statistics Program) version  
17.00 was used to perform the data analysis for this study  
(Goss-Sampson, 2019). The statistical analysis for this study  
was conducted using both descriptive statistics and inferential  
techniques. Descriptively, measures such as mean, standard  
deviation (SD), and standard error (SE) provided a summary  
of central tendency and variability within the pretest and  
posttest scores. These descriptives offered an initial  
understanding of the data distribution and the variability  
within the sample of 147 students, serving as a groundwork  
for further inferential analysis.  
Inferentially, the Wilcoxon signed-rank test was  
employed, which is a non-parametric test suited for paired  
samples when the normality assumption cannot be  
guaranteed. This test was used to assess whether there was a  
statistically significant median difference in scores from  
pretest to posttest. The calculated Z-scores from the test were  
significantly negative, indicating that the post-intervention  
MATERIALS AND METHODS  
(posttest) scores were consistently higher than the pre-  
This study employed a quantitative approach to explore  
the effectiveness of "Lyrics Training" as an educational tool  
in improving listening and speaking skills in students. Using  
a quasi-experimental pretest-posttest design, data were  
collected before and after the educational intervention  
intervention (pretest) scores across all measures, which  
confirmed the effectiveness of the educational tool used.  
Additionally, a raincloud plot provided a visual  
representation of the data. This type of plot is particularly  
useful as it combines elements of a scatter plot and boxplot.  
It shows the distribution of individual scores (as dots), the  
range and median (boxplot), and the density of the data  
(violin plot). The movement of scores from pretest to posttest  
is clearly visible with lines connecting the paired  
observations, effectively illustrating the upward shift in  
scores post-intervention.  
Pre and posttest also were evaluated using a Wilcoxon  
signed-rank test to compare two related samples, matched  
samples, to assess whether their population mean ranks differ.  
Z-value is approximately -7.745 with a p value of less than  
0.001. This indicates a statistically significant difference  
between the two sets of scores: pretest and posttest with the  
alternative hypothesis specifying that the scores from pretest  
are less than those obtained after the intervention, in the  
posttest.  
The sum over 16 points is lower in the pretest  
(mean=9.36, SD=3.65) than the posttest (mean 10.76,  
SD=3.48 ) suggesting an overall increase in the scores. Figure  
1 illustrates a raincloud plot that shows each student as a dot  
which moves from the initial position (green points in pretest)  
to the final position (orange points in posttest). This  
movement is visualized with a gray line. On the right position,  
there are two boxes which present the median, interquartile  
range. This graphic shows the different position of this  
measure, higher position to the orange (posttest). .  
(Cabrera-Tenecela, 2023). The research was conducted in  
three different educational institutions, with instruction  
provided by three different teachers, providing diversity in  
the context of program implementation and potentially in the  
observed results.  
The inclusion criteria considered participants who were  
actively engaged in the "Lyrics Training" program for a  
minimum of three weeks. This intervention aimed to bolster  
language skills through the application. Participants  
comprised two cohorts from each of the three institutions: the  
1
st and 2nd years of high school (SDB and RCE institutions),  
represented by Freshmen and Sophomores, respectively.  
Additionally, high school students with university  
supplements, known as Dual enrollment, were involved.  
Maintaining consistent student participation was crucial to  
ensuring the validity and relevance of the collected data in  
meeting the study's learning objectives.  
The overall total sample size across all schools is 147,  
as depicted in Table 1. This table displays the distribution of  
students across different levels and schools, and is a tool  
commonly used in statistical analysis to test for independence  
between variables. Table 1 presents a contingency table that  
categorizes the students by both their academic level and  
institution, namely: SDB (San Diego High School from Quito  
city), RCE (Rafael Cajiao Enríquez High School in Pastocalle  
parish, Latacunga city), and TUC (Cotopaxi Technical  
University in Latacunga, Ecuador).  
RESULTS  
Table 1. Students’ sample  
In the insightful Table 2 of the study, we delve into the  
nuances of language skill enhancements experienced by  
participants, as delineated by pre and posttest mean scores.  
This rigorous examination incorporates the Wilcoxon signed-  
rank test—a non-parametric statistical approach—to discern  
the significance of the differences observed in the group of  
147 individuals.  
For comprehension, we observe not just an  
improvement but a statistically significant leap from a pretest  
with a mean of 2.41 to a posttest mean of 2.80. The Z-score  
associated with the Wilcoxon signed-rank test, which stands  
School  
Level  
SDB RCE TUC Total  
1st year of High School: Freshmen  
2nd year of High School: Sophomores 35  
32  
13  
13  
0
0
45  
48  
High School students with university  
supplements: Dual enrollment  
0
0
54  
54  
54  
Total  
67  
26  
147  
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at an impressive 5.705, underscores the robustness of this  
advancement, with a p-value of less than 0.001 ruling out  
random chance as an explanation for the enhancement.  
Fluency, a pivotal aspect of linguistic aptitude,  
witnessed a similar elevation. The pre-intervention fluency  
mean was a modest 2.39, which, following the educational  
intervention, saw a boost to 2.73 in the posttest. The negative  
Z-score here, -5.777, obtained from the Wilcoxon signed-  
rank test, confirms the significance of the improvement post-  
intervention, ensuring that these findings hold statistical  
weight.  
The realm of pronunciation, often challenging to refine,  
echoed the positive trend observed in other language  
domains. Starting from a pretest average of 2.23, participants'  
scores ascended to 2.67 posttest. The Z-score of 6.088 from  
the Wilcoxon test affirms the educational impact, and the p-  
value less than 0.001 validates the changes as statistically  
significant.  
Table 3 presents the mean differences between pre and  
posttest scores for high school and dual enrollment students  
across various language skills.  
In terms of comprehension, high school students  
exhibited a mean increase of 0.52 points, whereas dual  
enrollment students showed a smaller increase of 0.15 points.  
This difference was statistically significant (W = 3.173, p =  
0.001), indicating a more pronounced improvement in  
comprehension among high school students.  
For fluency, high school students demonstrated a mean  
increase of 0.42 points, while dual enrollment students had a  
slightly lower increase of 0.20 points. The difference between  
the two groups was statistically significant (W = 2.923, p =  
0.038), although the effect size was small.  
Regarding pronunciation, high school students showed  
a mean increase of 0.52 points, compared to 0.29 points for  
dual enrollment students. However, this difference was not  
statistically significant (W = 2.850, p = 0.107).  
Content comprehension was not to be outdone,  
showcasing growth from a mean score of 2.33 to 2.56, a  
subtle yet significant rise, as evidenced by the Z-score of -  
In terms of content understanding, both high school and  
dual enrollment students exhibited similar improvements,  
with mean increases of 0.23 and 0.24 points respectively. This  
difference was not statistically significant (W = 2.493, p =  
4
.143 from the Wilcoxon signed-rank test.  
0
.931), suggesting comparable gains in content  
understanding for both groups.  
Table 2. Pre and posttest mean  
N
Mean  
SD  
SE  
Z
p
Pre comprehension  
Post comprehension  
147  
2.41  
1.078  
0.089  
5
.705  
<0.001  
147  
2.80  
0.967  
0.080  
Pre fluency  
Post fluency  
147  
147  
2.39  
2.73  
0.940  
0.872  
0.077  
0.072  
-
5.777  
<0.001  
<0.001  
<0.001  
<0.001  
Pre pronunciation  
Post pronunciation  
147  
147  
2.23  
2.67  
1.015  
0.960  
0.084  
0.079  
.
6.088  
Pre content  
Post content  
147  
147  
2.33  
2.56  
1.105  
1.099  
0.091  
0.091  
-
-
4.143  
7.745  
Pre total  
147  
147  
9.36  
3.656  
3.481  
0.302  
0.287  
Post total  
10.76  
Table 3. High School and University means differences between pre and posttest  
N
Mean  
SD  
SE  
W
p
High School  
93  
0.52  
0.72  
0.07  
Comprehension  
Fluency  
3.173  
2.923  
2.850  
2.493  
2.985  
0.001  
Dual enrollment  
54  
0.15  
0.41  
0.06  
High School  
93  
54  
0.42  
0.20  
0.61  
0.41  
0.06  
0.06  
0.038  
0.107  
0.931  
0.047  
Dual enrollment  
High School  
93  
54  
0.52  
0.29  
0.76  
0.50  
0.08  
0.07  
Pronunciation  
Content  
Dual enrollment  
High School  
93  
54  
0.23  
0.24  
0.59  
0.51  
0.06  
0.07  
Dual enrollment  
High School  
93  
54  
1.70  
0.89  
2.02  
1.02  
0.21  
0.14  
Total  
Dual enrollment  
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illustrates how concentrated the increase of dual enrollment  
students is compared to high school students.  
Figure 1. Pre and posttest raincloud plot of the sum of the four  
subskills  
DISCUSSION  
The Lyrics Training website program has made a  
statistically significant impact on the participants' language  
skills. The consistency of improvement across  
comprehension, fluency, pronunciation, and content  
understanding suggests that the intervention was holistic,  
addressing all key facets of language learning effectively.  
This provides compelling evidence for the efficacy of the  
methods used and could serve as a model for similar  
educational initiatives.  
The study of the application of Lyrics Training as a  
technological tool represents a significant advancement in  
language education, particularly in the realm of speaking  
proficiency. With the ubiquitous presence of the internet in  
households, the accessibility of such digital resources offers  
unparalleled opportunities for language learners of all  
backgrounds.  
Lyrics Training, as a digital platform for learning  
English, offers an immersive and interactive experience that  
caters to diverse learning styles and preferences. By  
leveraging music as a medium, learners engage with authentic  
language input in the form of song lyrics, thereby enhancing  
their listening comprehension, vocabulary acquisition, and  
pronunciation skills (Thomson & Derwing, 2015).  
The core feature of Lyrics Training lies in its emphasis  
on speaking practice, a critical component of language  
proficiency often overlooked in traditional educational  
settings. Through the platform's interactive exercises,  
learners actively engage in vocalizing and enunciating lyrics,  
thereby honing their pronunciation accuracy and fluency  
(Derwing & Munro, 2015).  
Moreover, the availability of Lyrics Training as a free  
and easily accessible tool democratizes language learning,  
making it accessible to individuals from diverse  
socioeconomic backgrounds. This democratization of access  
to language education aligns with the broader goals of  
inclusive and equitable learning opportunities for all (Benson,  
The Wilcoxon signed-rank test was employed to assess  
the pre and posttest scores, evaluating two related samples to  
determine if their population mean ranks differ. The Z-value,  
approximately -7.745, with a p-value of less than 0.001,  
indicates a statistically significant difference between the two  
sets of scores. The alternative hypothesis suggests that the  
scores from the pretest are lower than those obtained after the  
intervention, in the posttest. Specifically, the sum over 16  
points is lower in the pretest (mean = 9.36, SD = 3.65)  
compared to the posttest (mean = 10.76, SD = 3.48),  
suggesting an overall increase in the scores. Figure 1  
illustrates this improvement with a raincloud plot, depicting  
each student as a dot transitioning from the initial (green  
points in pretest) to the final position (orange points in  
posttest) via a gray line. Additionally, the plot includes two  
boxes representing the median and interquartile range,  
highlighting the higher position of these measures in the  
posttest (orange). Moreover, the effect size for this  
comparison was 0.923, indicating a large effect of the  
intervention on the improvement in scores (Figure 1).  
Figure 2. High School and Dual enrollment mean differences  
between pre and posttest  
2
011).  
The application of Lyrics Training in language  
instruction holds immense potential for achieving tangible  
learning outcomes. Studies evaluating its effectiveness have  
shown promising results, with learners demonstrating  
improved speaking proficiency and confidence following  
regular usage of the platform (Zimmerman, 2016).  
In conclusion, the integration of Lyrics Training into  
language learning pedagogy represents  
a significant  
paradigm shift, harnessing the power of technology to  
promote speaking proficiency and foster a more inclusive and  
accessible learning environment for language learners  
worldwide.  
In addition to the significant impact observed across  
various language skills, it's noteworthy to mention that high  
school students had a slight advantage over their dual  
enrollment counterparts. While this outcome may be  
expected given the higher academic level of university  
students, it's important to highlight that there's limited  
theoretical basis for directly comparing these two student  
populations. Nonetheless, the findings suggest that both  
Examining the total improvement score, high school  
students showed a larger mean increase of 1.70 points  
compared to 0.89 points for dual enrollment students. This  
difference was statistically significant (W = 2.985, p = 0.047),  
indicating a more significant overall improvement in  
language skills among high school students. Additionally, the  
correlation biserial coefficient measuring the effect size was  
0
.189, suggesting a small to medium effect of the intervention  
on the overall improvement in language skills. Figure 2  
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South American Research Journal, 3(2), 53-62  
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groups benefited from the Lyrics Training intervention, albeit  
with varying degrees of improvement. This underscores the  
versatility and effectiveness of the program across different  
educational settings and student demographics, reinforcing its  
potential as a valuable tool for language education.  
Cabrera-Tenecela, P. (2023). New organization of research  
designs. South American Research Journal, 3(1), 37-51.  
Cook, V. (2016). Second Language Learning and Language  
Teaching: Fifth Edition. Routledge.  
https://doi.org/10.4324/9781315883113  
Derwing, T. M., & Munro, M. J. (2015). Pronunciation  
fundamentals: Evidence-based perspectives for L2  
teaching and research. John Benjamins Publishing  
Company.  
CONCLUSIONS  
The study conducted a thorough examination of the  
effectiveness of the "Lyrics Training" educational tool in  
improving students' listening and speaking skills. Through a  
quasi-experimental design implemented across three distinct  
educational settings, the research identified a notable  
enhancement in language proficiency following the  
intervention. Robust statistical analyses, including the  
Wilcoxon signed-rank test and raincloud plots, provided  
compelling evidence of the program's efficacy. It's worth  
noting that while both high school and dual enrollment  
students demonstrated improvements, the latter group  
Deutsch, D. (2010a). The Psychology of Music. Elsevier.  
Deutsch, D. (2010b). Speaking in tones. Scientific American Mind,  
2
1(3), 36–43.  
Dharmawan, I., et al. (2019). The Impacts of Lyrics Training on  
Improving Listening Skills for ESL. Asiacall Online  
Journal, 14(1).  
Dixon, E., & King, B. (2016). Technology Review of  
Lyricstraining.com.  
https://medium.com/@arifwicaksanaa/pengertian-use-  
case-a7e576e1b6bf  
Fonseca-Mora, M. C., Jara-Jiménez, P., & Gómez-Domínguez, M.  
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34.  
exhibited  
a slight advantage, reflecting the diverse  
1
educational contexts. This underscores the program's  
adaptability and capacity to meet the needs of different  
learner populations. The integration of technology like Lyrics  
Training represents a significant stride in language education,  
offering immersive and accessible learning experiences. In  
summary, these findings underscore the transformative  
potential of technology-driven approaches in creating  
inclusive and effective language learning environments  
globally.  
Garib, A. (2021). Learn languages with music: Lyrics training app  
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Garlaza, D. (2022). Lyrics Training and Listening Skill.  
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Levitin, D. J., & Tirovolas, A. K. (2009). Current advances in the  
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L. A. (2008). Intervening with at-risk mothers:  
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McGowan, R. W. (2008). The role of music in early language  
acquisition. Infant Learning Lab, University of  
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