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Edward Brandah1, Dolly Anak Eddy Jemat1  \n1 Institut Pendidikan Guru Kampus Batu Lintang, Kuching, Sarawak, Malaysia  \n*Corresponding Author: [christym4432@gmail.com](christym4432@gmail.com)  \nAbstract. This action research investigated the effectiveness of using songs to enhance English vocabulary among young learners. The study involved nine participants consisting of three children aged five years old and six children aged six years old. The research followed the action research cycle of planning, action, observation, and reflection. English songs related to daily greetings and routines, body parts and movements, animals, vegetables and numbers were used as teaching tools during the lessons. Data were collected through pre-test and post-test assessments, classroom observations, and the researcher’s reflective journal. The findings showed an improvement in pupils’ vocabulary knowledge, with the average score increasing from 6.4 in the pre-test to 11.9 in the post-test. Observations also indicated increased participation, enthusiasm, and confidence among pupils during song-based activities. The study concludes that using songs is an effective and engaging strategy for improving English vocabulary learning among young learners.  \nKeywords: Song-based learning, English vocabulary, Early childhood education, Action research, Language acquisition, Classroom engagement  \nHow to cite (in APA style):  \nManggi, C.A., Brandah, H.E., & Jemat, D.A.E. (2026) . Enhancing Vocabulary in Preschoolers: Teaching English Through Songs. Proceeding of IJC-MaSTEd, 1(1), 122-128.  \nCopyright © 2026 Auhors.  \nDOI: DOI: [https://doi.org/10.31571/ijcmasted.v1i1.1082](https://doi.org/10.31571/ijcmasted.v1i1.1082)  \n[1](1). Introduction  \nEarly childhood is a critical period for language development, during which children acquire foundational communication skills essential for both academic and social growth. In today's globalised context, English has emerged as a pivotal language for communication, education, and future opportunities. Consequently, introducing English vocabulary to preschoolers is crucial for fostering early confidence and competence in language use.  \nHowever, many preschoolers encounter challenges in learning English vocabulary due to limited exposure, short attention spans, and a lack of engaging learning experiences. Traditional teaching methods that emphasise drills and memorisation may fail to maintain young children's interest or promote meaningful learning. Educators, therefore, face the challenge of devising creative and childfriendly methods that motivate learners while facilitating language acquisition.  \nSongs are widely acknowledged as an effective instructional tool in early childhood education. Through rhythm, repetition, and melody, songs naturally capture children's attention and create a joyful learning environment. They contribute to improved pronunciation, memory retention, and word recognition, making language learning more enjoyable and meaningful. Additionally, songs promote active participation and support multisensory learning, which is crucial for young learners.  \nThis action research aims to enhance vocabulary among preschoolers by integrating English songs into daily teaching practices. The study seeks to examine how song-based instruction affects children's vocabulary acquisition, engagement, and overall learning outcomes. By implementing and  \nreflecting on song-centred teaching strategies, this research endeavours to identify effective methods for improving English vocabulary learning in early childhood classrooms. The findings are expected to offer valuable insights for educators in developing more interactive and effective language teaching approaches for preschool learners.  \n2. Method  \nResearch Design  \nThis study employs an action research design, encompassing planning, action, observation, and refle","cbCaiavmyivTlRiv","https://ap.wps.com/l/cbCaiavmyivTlRiv","pdf",471434,"English","# Abstract\n# Introduction\n# Method\n## Research Design\n## Participants\n## Research Instruments\n## Procedure\n# Results and Discussion","[{\"question\":\"What teaching strategy did the study use to improve preschoolers’ English vocabulary?\",\"answer\":\"The study used English songs as song-based instruction during preschool English lessons, supported by gestures, visuals, and repetition activities.\"},{\"question\":\"How were data and progress measured in the action research?\",\"answer\":\"Vocabulary improvement was assessed using pre-test and post-test assessments, while participation and behaviors were recorded through classroom observations and the teacher’s reflective journal.\"},{\"question\":\"What results did the study find after implementing song-based instruction?\",\"answer\":\"Pupils’ average vocabulary score increased from 6.4 in the pre-test to 11.9 in the post-test, and observations showed increased participation, enthusiasm, and confidence during song-based activities.\"}]","Enhancing Vocabulary in Preschoolers - Teaching English Through Songs | PDF",1790629068,18]