Résumé:
The current research aims to investigate the effect of incorporating interactive songs on
improving vocabulary retention among primary EFL pupils at the private schoolEl-Yakout,Jijel,
Algeria. It was hypothesized that incorporating songs as an instructional tool would significantly
improve vocabulary retention. To test this hypothesis, a quasi-experimentaldesign was adopted
following a non-equivalent comparison group design. The study comprised two groups of 12
students each, a control group and an experimental group, and was carried out over a period of
one month and a half duringthe third semester of the 2023-2024 academic year. During the five
sessions of the treatment, the experimental group received vocabulary instruction through a
song-based method, while the control group followed a non-song teaching method. Vocabulary
retention was assessed through a pre-test and a post-test. Additionally, a questionnaire was
administered to ten teachers to provide their perspectives on the effectiveness of interactive
songs on enhancing vocabulary retention. The findings revealed that the experimental group
outperformed the control group in the posttest, particularly in termsof retaining new vocabulary,
thus supporting the positive impact of interactive songs on EFL primary pupils' vocabulary
retention. Furthermore, the results obtained from the questionnaire strongly supported the
integration of interactive songs into vocabulary teaching.
