A narrative inquiry into EFL students’ incidental vocabulary learning experiences through listening to spotify

Amry, Sirli (2026) A narrative inquiry into EFL students’ incidental vocabulary learning experiences through listening to spotify. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Vocabulary is essential in the process of learning the English language, as it enhances learners' abilities in listening, speaking, reading, and writing. Nevertheless, numerous EFL students continue to face challenges in achieving a comprehensive mastery of vocabulary. One possible avenue for vocabulary acquisition beyond the classroom is through incidental learning, particularly by listening to English songs on Spotify. Despite the increasing popularity of Spotify as a digital platform for learning, there is a scarcity of research investigating students' personal experiences with incidental vocabulary learning. Consequently, this study seeks to examine how EFL students engage with incidental vocabulary learning while using Spotify, focusing on the difficulties they face and the strategies they adopt. This research utilized a qualitative narrative inquiry approach. Three students in their sixth semester from the English Education Department at a university in Pekalongan were purposefully chosen due to their regular use of Spotify and their experience in listening to English songs. Data collection involved semi-structured interviews, reflective journals, and documentation, which included Spotify playlists and Spotify Wrapped. The analysis of the data was conducted using the thematic analysis method proposed. The results indicated that incidental vocabulary acquisition took place organically through repeated exposure to English songs on Spotify. Participants gained new vocabulary by focusing on unfamiliar terms, reading synchronized lyrics, replaying tracks, deducing meanings from context, and utilizing dictionaries or translation tools when necessary. Their learning experiences were shaped by individual listening habits, musical preferences, emotional states, and their academic backgrounds as English Education students. Participants also faced challenges such as unfamiliar vocabulary, idiomatic phrases, pronunciation issues, and the rapid tempo of songs. To address these challenges, they implemented various strategies, including replaying songs, reading lyrics, translating unknown words, and connecting vocabulary to contextual meanings.The Conclusion indicate that Spotify offers significant opportunities for incidental vocabulary acquisition by immersing EFL students in authentic English language content within a pleasurable and adaptable learning setting beyond the traditional classroom.

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