RESUMEN:

This research arises from the need to identify effective and motivating methodologies for teaching pronunciation in English as a Foreign Language (EFL) contexts. The purpose of this study was to analyze the effectiveness of using classic rock English songs as a pedagogical resource to create a motivational learning environment and enhance students’ pronunciation skills. The study was conducted with intermediate-level EFL learners and teachers from a language learning context. A mixed-methods approach was employed through an exploratory sequential design. Initially, interviews were conducted with teachers to gather qualitative information regarding pronunciation teaching practices. Subsequently, a student survey was developed based on the findings obtained from the interviews. Finally, classroom observations were carried out to validate and compare the collected data.

After the process of data organization, analysis, and interpretation, the findings revealed that students showed higher motivation toward pronunciation practice when working with classic rock English songs. Additionally, significant improvement was observed in both segmental and suprasegmental aspects of pronunciation. The study concluded that techniques such as karaoke, shadowing, songs and rhymes, and performance-based assessment can effectively contribute to creating a motivating environment for pronunciation development through music-based activities. Therefore, incorporating these techniques into EFL teaching methodologies is recommended. Based on the results, an eight-week instructional workshop was proposed, consisting of activities designed to apply these strategies and promote the improvement of English pronunciation.

Key words: EFL, pronunciation, classic rock songs, motivation, teaching strategies, language learning.