Resumen

Introducción The listening skill is one of the most difficult language skill to develop since the type of exposure for English Language in Ecuador is limited. This means that learners of English would always have problems with the English production because of the time of exposure that is why the use of English songs is an alternative tool to make learners improve their listening skill. It provides opportunities to practice vocabulary. grammar, pronunciation and other subskills. Pratiwi (2018) argues that a song is a piece of music with words. It combines melody and vocals, although some composers have written instrumental pieces, or musical works without words, that mimic the quality of a singing voice Listening and grammar host English songs. Emahi (2021) comfirms that there are several ways of using songs in the classroom, depending on the student’s level, age, interest, grammar points studied previously, and songs autonomy. Arleo (2019) states that trendy songs are considered meaningful during the adolescent stage. Pop music is a commercial style that appeals to youth by inducing emotions. Steward (2018) mentions that the communicative process of listening is the ability to accurately receive and understand signals. It is also essential for objective communication; poor listening skills have a significant impact on the communication Process. Wolf (2019) presents that listening subskills are vital in both everyday life and academic settings, since people must maintain effective communication.

Objetivos To analyze the influence of using songs in the development of listening skill of students from the second level at “Universidad Técnica de Ambato”. To identify the types of songs that help students develop listening skill. To evaluate the student’s level of listening skill. To describe listening skill stages and the listening sub-skills. To apply English trendy songs to improve students listening skill.

Método The method used was cuantitative with a quasi-experimental focus, a bibliographic and on campus research.

Principales resultados The statistical data presented according to the research results obtained through the experimental group during the pre-test and post-test application are shown in table 10 paired sample statistics where there is a significant difference among both variables based on the averages generated from Pet preliminary English test over 25 points. There is a notable mean of the result of 35 students before the experimentation was 14, consequently, the final results show that after the implementation the participant grades increased to 19,09 after using English songs in listening skill. As a result, the statistical data takes into account the 95 percent of confidence interval of the difference of means as well as the P-value that is 0,00 which is smaller than 0,05. The null hypothesis H0 is rejected, which means that hypothesis Ha alternative hypothesis is asserted to be true and positive. To sum up, the use of English songs influences positively the development of the listening skill in students from the second semester of PINE career at Universidad Técnica de Ambato.

Conclusiones General: It can be concluded that using English songs during the development of the listening skill of students from the second semester influences significantly in English learning. Based on the verification of the alternative hypothesis, it was demonstrated that English songs have an effective influence on listening skills. The P-value was less than 0,05 which means that, the null hypothesis was rejected allowing us to verify that the alternative hypothesis was true. That is to say, through interactive activities involving songs students increase their listening and sub-listening skills. Trendy songs have the biggest impact on the development of listening skills. The results showed that students’ listening sub-skills were improved through trendy songs according to their age and level. The difference between those final scores was 4,6%. In other words, it was demonstrated that they have a positive enhancement in listening skills. Furthermore, considering that each listening stage and listening subs-kill were fundamental in the research, students have increased their final scores showing a noticeable improvement and a sudden interest in English songs for learning new vocabulary words and improving their pronunciation by singing. Based on the pre-test and post-test, students’ listening comprehension level at the beginning and after the treatment obtained an important difference. The pre-test results showed that students have reached 14,5% over 25 points while in the post-test they have reached 19,1%. It could be said that to enhance students’ listening skills, English songs show a notable increase in language. Students improved their listening subskills in listening for specific purposes, listening for the gist, listening for details, and intensive listening using listening activities such as: filling the gaps, multiple choice questions, predicting, and 57 gaming following the listening stages in every class with pre-listening activities, while listening activities and post-listening activities. Trendy songs applied with web 3.0 tools for virtual learning improve students learning process. The results showed that listening skills had better results after the application of English songs activities, noticing a positive influence on English learning