<![CDATA[The advancement of digital technology has profoundly influenced English as a Foreign Language (EFL) instruction, particularly in the development of writing skills. This study investigates students' perceptions of YouTube-based English songs as a structured instructional intervention to enhance eleventh-grade students’ descriptive writing performance. The study employed a quantitative survey design involving 11 participants. Data were collected through a questionnaire consisting of 10 statements using a Likert scale. The results indicate that students show positive perceptions of vocabulary utilization, sentence construction, idea development, and overall writing proficiency compared to the control group. Furthermore, participants reported improved motivation and engagement when learning through English songs on YouTube. These findings suggest that integrating authentic musical content via digital platforms constitutes an effective pedagogical strategy for EFL writing instruction. Implications for teaching practice and curriculum design are discussed.]]>
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