<![CDATA[Academic listening remains a major challenge for EFL university students due to limited exposure to authentic spoken English and low engagement in listening activities. This study aims to examine the effectiveness of English songs in improving academic listening skills, with a specific focus on university-level learners in Indonesia. A classroom-based quasi-experimental design with a pre-test and post-test was employed involving 26 students of the English Education Department at UIN Sumatera Utara. Data were collected using two instruments: (1) a lyric comprehension test consisting of 20 items assessing students’ ability to identify main ideas, specific information, and vocabulary in context, and (2) a singing performance rubric measuring pronunciation, intonation, fluency, and content understanding. After four sessions of song-based instruction, the results showed an increase in the mean score from 74.6 (pre-test) to 94.2 (post-test), indicating an improvement in students’ listening performance. However, the findings are interpreted descriptively without inferential statistical testing. This study contributes to the existing literature by focusing specifically on academic listening at the university level, an area that has received limited attention compared to general listening. The results suggest that English songs can serve as a supportive medium to enhance listening engagement and comprehension in EFL classrooms.]]>
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