Preschool English language teachers' attitudes on teaching English through songs as an active learning technique

PRESCHOOL ENGLISH LANGUAGE TEACHERS' ATTITUDES ON TEACHING ENGLISH THROUGH SONGS AS AN ACTIVE LEARNING TECHNIQUE This study aims to investigate the attitudes of preschool English language teachers toward the use of songs as an active learning technique in early language education. Recognizing music as a powerful pedagogical tool, the research explores how songs contribute to young learners' engagement, motivation, and language acquisition within the context of teaching English as a foreign language (EFL). The research was conducted using a quantitative design, and teachers' attitudes toward teaching English through songs, their frequency of use, and the challenges they face were analyzed. Data were collected from 116 preschool English teachers through a survey. Following the normality analysis, it was determined that the data did not show a normal distribution; therefore, non-parametric tests (Kruskal-Wallis and Mann-Whitney U) were used. The findings revealed that teachers generally have a positive attitude toward the use of songs and believe that songs make a significant contribution to children's English learning by enhancing vocabulary development, improving pronunciation, facilitating grammar acquisition, and increasing classroom participation. No significant differences were found in attitudes based on demographic variables such as professional seniority, graduation degree, or participation in in-service training. The study emphasized the role of songs not only in language development but also in cultural transmission. Although in-service training appeared to have a limited impact on teachers' practices, it was observed that teachers are generally open to active learning methods. The results highlight the importance of integrating songs into preschool English education and suggest a need for further support and development efforts in this area. By highlighting the role of music in supporting active and meaningful learning, this research provides insights into how songs can be effectively integrated into early childhood language instruction. The results are expected to contribute to the development of engaging, age-appropriate teaching strategies and to encourage educators and curriculum developers to embrace music as an essential component of preschool EFL education. Keywords: Active learning, EFL teaching, preschool education, early childhood, language acquisition, songs, teacher attitudes, music in education