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The study uses an experimental design: 100 learners take the Quick Oxford Placement Test, and 60 advanced learners (30 male, 30 female) are selected. Groups are taught via 60 self-chosen pop songs versus vocabulary instruction without songs. Learners complete an English vocabulary test, answer an attitude questionnaire, and then take a delayed retention test one month later. 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Box: 87317-51167, Isfahan, Iran  \nE-mail: [crpouya@gmail.com](crpouya@gmail.com)  \nOmid Rezaei  \nFaculty of Foreign Languages, University of Isfahan  \nHezar Jerib St., P.O. Box: 8174673441, Isfahan, Iran  \nE-mail: [omidrezaei.rezaei99@gmail.com](omidrezaei.rezaei99@gmail.com)  \nZeinab Toghyani Murnani  \nEnglish Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University Najafabad, P.O. Box: 8514143131, Isfahan, Iran  \n[E-mail: mina_toghyani@yahoo.com](E-mail: mina_toghyani@yahoo.com)  \nHamid Moeinmanesh  \nEnglish Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University Najafabad, P.O. Box: 8514143131, Isfahan, Iran  \n[E-mail: hamid_moeinmanesh@yahoo.com](E-mail: hamid_moeinmanesh@yahoo.com)  \nDoi:10 .7575/aiac.alls.v.7n.2p.121  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.2p.121](http://dx.doi.org/10.7575/aiac.alls.v.7n.2p.121)  \nReceived: 25/11/2015  \nAccepted: 21/01/2016  \nAbstract  \nPop songs are, in fact, an ideal source for incidental vocabulary learning because teenagers often spend large amounts of their free time listening to music and in particular to pop songs. Employing an experimental approach, this study attempted to investigate the role of pop songs on vocabulary recall, attitude and retention of Iranian advanced adult EFL learners based on their gender. In so doing a language placement test (Quick Oxford Placement Test) was administered to 100 male and female language learners studying English at different language institutes in Esfahan, Iran. Ultimately, 60 advanced learners (30 males-30 females) were selected by leaving out the students of other levels of proficiency and randomly divided into two relatively homogenous groups as musical and non-musical groups. While the students of musical group (=30) were taught the new vocabulary in the syllabus through 60 different pop songs chosen by themselves through a questionnaire, the students of the non-musical group (n=30) were taught new vocabulary without using the songs. The participants were examined based on an English vocabulary test developed by the researchers, which probed into the learners’vocabulary recall. A questionnaire was also used to investigate the attitude of the learners towards the instruction. A month later the vocabulary test was re-administered as a delayed retention test and obtained data were statistically analyzed. The results of t-tests demonstrated that the musical group outscored the nonmusical group on vocabulary recall and retention. The results also showed the male learners perform better than the females.  \nKeywords: incidental vocabulary, pop songs, vocabulary recall, attitude, retention  \n1. Introduction  \nTo be enough proficient in English language, a learner should become master of the four principal skills of language (listening, speaking, reading, and writing) and language sub skills (grammar, vocabulary, pronunciation, and spelling) . Among these sub skills, the vocabulary learning and teaching did not similarly receive its desirable attention in ESL/EFL classes until these recent decades. It was frequently considered that it would take account of itself and so did not get sufficient attention in ELT curriculums. As early as 1972, this lack of attention to L2 vocabulary learning in EFL contexts with the much-cited statement: “without grammar very little can be conveyed, without vocabulary, nothing can be conveyed”was indicated by Wilkins (p.111) . As Biemiller (2006) notes there might be a significantly str","cbCaihq7PsO8qrv6","https://ap.wps.com/l/cbCaihq7PsO8qrv6","pdf",212522,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"How does the study investigate vocabulary learning using pop songs?\",\"answer\":\"It uses an experimental design comparing a musical group taught new vocabulary through selected pop songs with a non-musical group taught vocabulary without songs.\"},{\"question\":\"What assessment tools are used for recall and retention?\",\"answer\":\"An English vocabulary test developed by the researchers measures vocabulary recall, followed by re-administration after one month to test delayed retention.\"},{\"question\":\"What do the results show about the role of pop songs and gender?\",\"answer\":\"The musical group scores higher than the non-musical group on vocabulary recall and retention. The results also indicate males perform better than females.\"}]","Advances in Language and Literary Studies - Vol. 7 No. 2 - April 2016 | PDF",1792067491]