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Many interventions rely on song listening as the core activity. Some studies use song listening alone, while others combine it with activities such as lyric analysis, dictation, gap-filling, or group discussion. Digital platforms—via Spotify, YouTube, LyricsTraining, and other web-based tools—have also been deployed to deliver authentic music experiences and provide interactive feedback. A smaller set of studies reports the use of music cloze exercises, jazz chants, pop music selections, children’s songs, humorous songs, and even singing paired with body movement or drama to enhance engagement and fluency. Quantitative reports detail meaningful improvements. For example, one study documented an increase in mean engagement scores from 3.06 to 7 following a 10-week song listening intervention, while another showed test scores rising from 65% to 82% when song listening was coupled with lyric analysis. Other studies note enhancements in reduced form recognition, listening comprehension, and overall motivation. Together, these findings illustrate that music-based interventions—whether grounded in traditional song listening or enhanced by digital and interactive components—are associated with increased listening engagement and measurable gains in fluency.\" } { \"@context\": \"http://schema.org\", \"@type\": \"BreadcrumbList\", \"itemListElement\": [ { \"@type\": \"ListItem\", \"position\": \"1\", \"item\": { \"@id\": \"https://f1000research.com/\", \"name\": \"Home\" } }, { \"@type\": \"ListItem\", \"position\": \"2\", \"item\": { \"@id\": \"https://f1000research.com/browse/articles\", \"name\": \"Browse\" } }, { \"@type\": \"ListItem\", \"position\": \"3\", \"item\": { \"@id\": \"https://f1000research.com/articles/14-1207\", \"name\": \"Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement...\" } } ] } Home Browse Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Nguyen PBT, Tran NBC and Nguyen MT. Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.12688/f1000research.170296.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Review Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] Phuong Bao Tran Nguyen 1 , Ngoc Bao Chau Tran https://orcid.org/0009-0000-4704-2628 1 , Minh Tan Nguyen https://orcid.org/0000-0001-9585-5164 1 Phuong Bao Tran Nguyen 1 , Ngoc Bao Chau Tran https://orcid.org/0009-0000-4704-2628 1 , Minh Tan Nguyen https://orcid.org/0000-0001-9585-5164 1 PUBLISHED 04 Nov 2025 Author details Author details 1 Can Tho University, Can Tho, Can Tho, 94000, Vietnam Phuong Bao Tran Nguyen Roles: Conceptualization, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Ngoc Bao Chau Tran Roles: Methodology, Validation, Visualization, Writing – Original Draft Preparation Minh Tan Nguyen Roles: Formal Analysis, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Over the past decade, studies in EMI contexts describe a range of music-based interventions for EFL learners that generally fall into several categories. Many interventions rely on song listening as the core activity. Some studies use song listening alone, while others combine it with activities such as lyric analysis, dictation, gap-filling, or group discussion. Digital platforms—via Spotify, YouTube, LyricsTraining, and other web-based tools—have also been deployed to deliver authentic music experiences and provide interactive feedback. A smaller set of studies reports the use of music cloze exercises, jazz chants, pop music selections, children’s songs, humorous songs, and even singing paired with body movement or drama to enhance engagement and fluency. Quantitative reports detail meaningful improvements. For example, one study documented an increase in mean engagement scores from 3.06 to 7 following a 10-week song listening intervention, while another showed test scores rising from 65% to 82% when song listening was coupled with lyric analysis. Other studies note enhancements in reduced form recognition, listening comprehension, and overall motivation. Together, these findings illustrate that music-based interventions—whether grounded in traditional song listening or enhanced by digital and interactive components—are associated with increased listening engagement and measurable gains in fluency. READ ALL READ LESS Keywords Background music, English as a Foreign Language (EFL), English-Medium Instruction (EMI), Listening engagement, Music-mediated pedagogy, Oral fluency, Prosody training, Song-based instruction Corresponding Author(s) Minh Tan Nguyen ( [email protected] ) Close Corresponding author: Minh Tan Nguyen Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Nguyen PBT et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Nguyen PBT, Tran NBC and Nguyen MT. Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.12688/f1000research.170296.1 ) First published: 04 Nov 2025, 14 :1207 ( https://doi.org/10.12688/f1000research.170296.1 ) Latest published: 04 Nov 2025, 14 :1207 ( https://doi.org/10.12688/f1000research.170296.1 ) 1. Introduction 1.1 EMI, listening, and the challenge for EFL learners English-Medium Instruction (EMI)—the use of English to teach academic content in contexts where English is not the first language—has become a defining feature of higher education worldwide, especially in Asia, Europe, and the Middle East ( Macaro et al., 2018 ). EMI is promoted for its dual benefits: improving students’ English proficiency while facilitating access to international academic discourse. However, these promised gains are contingent upon students’ ability to process and comprehend spoken academic input effectively. Listening comprehension in EMI settings is cognitively demanding because it requires learners to simultaneously decode language, process content knowledge, and integrate multimodal information ( Graham et al., 2014 ). For English as a Foreign Language (EFL) students, the listening challenge is often compounded by gaps in oral fluency, which affects their ability to engage in discussions, ask questions, and participate in collaborative tasks. Fluency, here, refers not merely to speed of speech but also to prosodic appropriateness, pause management, and the capacity to speak in coherent thought groups ( Derwing et al., 2008 ). Weak listening skills can lead to reduced confidence, passive classroom behaviors, and surface-level comprehension ( Field, 2008 ). Consequently, EMI instructors and language support specialists have been searching for pedagogical interventions that simultaneously boost listening engagement—learners’ active, sustained attention to auditory input—and oral fluency. 1.2 Music as a pedagogical resource in EFL and EMI contexts One promising yet underexplored approach in EMI is the integration of music into classroom practices. Music and language share notable cognitive and neural mechanisms, particularly in rhythm perception, pitch contour processing, and memory encoding ( Patel, 2010 ). This overlap suggests that music can scaffold speech perception and production, making it a potentially powerful tool for language learning. In EFL research, songs and rhythm-based tasks have been shown to enhance vocabulary retention, pronunciation accuracy, and listening comprehension, while increasing learners’ motivation and reducing affective barriers ( Murphey, 1992 ; Medina, 1993 ; Li & Brand, 2009 ). In EMI contexts, however, music has not been widely investigated as a structured intervention. Where evidence exists, it is often indirect—for example, from music-related EMI programs ( Su & Kong, 2023 ) or content classes that incidentally use musical materials ( Gkonou & Mercer, 2017 ). The gap lies in understanding how music, deliberately integrated into EMI pedagogy, can address listening engagement and fluency goals without disrupting content learning. 1.3 Defining listening engagement and oral fluency in EMI settings Listening engagement in EMI can be conceptualized through three dimensions: behavioral engagement, cognitive engagement, and affective engagement. For instance, lyric-based micro-listening tasks can heighten attention and stimulate predictive processing, while background instrumental music can regulate mood and anxiety if used appropriately. Music has the potential to influence all three. For instance, lyric-based micro-listening tasks can heighten attention and stimulate predictive processing (behavioral and cognitive), while background instrumental music can regulate mood and anxiety (affective) if used appropriately ( Hallam et al., 2002 ). Oral fluency in EMI is often evaluated in academic speaking tasks—presentations, seminars, debates—where clarity, coherence, and prosodic delivery are critical. The rhythmic nature of music aligns with speech timing and prosody; rhythm-shadowing exercises, in which learners repeat or speak in synchrony with rhythmic cues, can train pausing and thought-group chunking, thus potentially improving delivery in EMI oral assessments ( Trofimovich & Gatbonton, 2006 ). 1.4 Mechanisms linking music and language processing Several theoretical accounts explain why music might enhance listening engagement and fluency. According to the Shared Neural Resources Hypothesis, Music and language processing draw on overlapping brain networks, particularly in the temporal and frontal lobes ( Patel, 2010 ). Musical training can strengthen auditory discrimination skills relevant to phoneme recognition in L2. Consequently, musical training may refine auditory discrimination skills crucial for phoneme recognition in a second language ( Krashen, 1982 ). Furthermore, the Affective Filter Hypothesis suggests that engaging and low-stress activities, such as listening to songs, can reduce learners' anxiety and apprehension, thereby making them more receptive to linguistic input. The concept of Prosodic Bootstrapping proposes that the inherent rhythmic and melodic patterns in music can aid learners in acquiring the prosody of a second language, potentially leading to more natural speech rhythm and improved comprehension of connected speech ( Cutler, 2012 ). Finally, Dual Coding Theory highlights the benefits of music-video tasks, which provide both auditory and visual channels for encoding information, thereby facilitating memory retention and recall of language items ( Paivio, 1991 ). 1.5 Evidence from EFL research Systematic reviews ( Hamilton et al., 2024 ) and empirical studies have consistently shown that song-based instruction can improve listening comprehension, especially when paired with targeted activities such as gap-fills, dictation, and gist-detail questions ( Medina, 1993 ; Li & Brand, 2009 ). Rhythm-based training has been linked to gains in phonological awareness and speech timing ( Fiveash et al., 2021 ), suggesting potential for oral fluency improvement. However, background music studies have produced mixed results—benefits for mood and endurance ( Hallam et al., 2002 ) but potential interference with linguistic processing when lyrics are present during reading or listening ( Sun et al., 2024 ). 1.6 The EMI gap and transferability of music-based approaches Although the EFL evidence base is substantial, EMI presents unique constraints that necessitate careful consideration. Firstly, time pressure is a significant factor, as content delivery often takes precedence, limiting the available time for language-focused interventions. Secondly, authenticity demands require that any integrated materials align closely with academic discourse and discipline-specific content. Finally, student diversity within EMI classes, often characterized by a wide range of proficiency levels, calls for adaptable pedagogical scaffolds that can cater to varied learning needs. Some EMI research in music-oriented programs ( Su & Kong, 2023 ) suggests that multimodal resources, including music, can foster participation and comprehension. While such approaches appear theoretically compatible with EMI, robust empirical evidence within EMI settings remains limited. 1.7 Rationale for this review Given the above, there is a clear need to synthesize recent findings on the use of music to enhance listening engagement and fluency in EFL settings. Furthermore, it is important to evaluate their applicability and adaptability to EMI contexts. Finally, there is a need to identify gaps and propose research directions for EMI-specific trials. This scoping review addresses these needs by mapping the thematic landscape of music-mediated interventions in EFL and examining their potential transfer to EMI classrooms. Unlike earlier narrative overviews, this review applies a systematic, PRISMA-ScR-aligned methodology, ensuring transparency in study selection and thematic synthesis. It also explicitly considers EMI applicability—a step often missing in prior work. 1.8 Research questions The review is guided by a research question: What types of music-based interventions have been employed to enhance listening engagement and fluency among EFL learners in the past decade? 1.9 Significance and contribution By integrating insights from language pedagogy, cognitive psychology, and EMI scholarship, this review contributes to both theory and practice. It provides EMI instructors with evidence-informed strategies—ranging from lyric micro-listening warm-ups to rhythm-shadowing for academic phrases—and a critical assessment of background music policies. For researchers, it identifies methodological gaps, such as the need for standardized fluency metrics in EMI trials, and the scarcity of studies in STEM-focused EMI programs. Ultimately, the review positions music not as a peripheral “fun” activity, but as a pedagogically strategic tool that can address core language demands in EMI, aligning with global trends toward multimodal, student-centered instruction. 2. Methods 2.1 Review design and rationale This review employed a scoping review methodology to map the breadth and nature of recent research (2015–2025) on music-based interventions aimed at enhancing listening engagement and oral fluency among EFL learners, with particular attention to applicability in EMI contexts. A scoping review was chosen over a meta-analysis for three reasons: The anticipated heterogeneity of study designs, contexts, and outcome measures; The need to explore an under-researched intersection (music × EMI) and identify gaps for future empirical work; The aim is to generate a thematic synthesis rather than pooled effect sizes. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines ( Tricco et al., 2018 ), ensuring methodological transparency and reproducibility. 2.2 Eligibility criteria Inclusion criteria were defined a priori and demonstrated in Table 1 below: Table 1. Overview of included studies: publication year, language, context, intervention, outcomes, and design (2015–2025). Publication years Language Context Participants Intervention Outcomes Designs January 2015 – August 12, 2025 English-language publications EFL, ESL, or EMI learning environments in school, university, or adult education settings Learners aged ≥12 (adolescents to adults) Any pedagogical use of music (e.g., song-based instruction, rhythm training, background music, music-video tasks) with a stated aim or measured effect on listening engagement or oral fluency Quantitative, qualitative, or mixed-methods measures of listening comprehension, engagement (behavioral, cognitive, affective), and/or oral fluency (speech rate, mean length of run, pause ratio, prosody) Experimental, quasi-experimental, case study, action research, mixed-methods, or systematic review Exclusion criteria: • Studies focusing solely on music education without language learning outcomes. • Interventions unrelated to listening or oral fluency (e.g., music for vocabulary memorization only). • Studies on special populations (e.g., speech therapy) outside EFL/ESL/EMI scope. • Non-empirical papers without new data (e.g., theoretical essays, editorials). 2.3 Information sources and search strategy Guided by the research question—What types of music-based interventions have been employed to enhance listening engagement and fluency among EFL learners in EMI contexts in the past decade?—we first queried the Semantic Scholar corpus (≈126 million records), retrieving the 499 items most relevant to our topic. We then conducted a multi-database search in August 2025 spanning education (ERIC, Education Research Complete, British Education Index), linguistics/applied linguistics (LLBA), interdisciplinary indices (Scopus, Web of Science Core Collection, ScienceDirect, Sage Journals, Taylor & Francis Online), and psychology/cognitive science sources (PsycINFO, PubMed/PMC, Frontiers in Psychology/Education). To surface grey literature and emerging EMI-specific work, we additionally screened Google Scholar (first 200 results) and institutional repositories at universities with established EMI research profiles (e.g., The Education University of Hong Kong, National Taiwan Normal University, University of Helsinki). The Boolean strategy combined music-related terms with language-learning context terms and listening/fluency outcomes as follows: (music OR song* OR “background music” OR rhythm OR “music video” OR “musical training”) AND (EFL OR ESL OR “English as a Foreign Language” OR “English-medium instruction” OR EMI) AND (listening OR comprehension OR fluency OR prosody OR “speech rate” OR engagement) Search strings were adapted to each database’s syntax (e.g., field codes, truncation, phrase operators) and refined using available filters. We complemented database queries with backward and forward citation chasing of included studies and relevant reviews to identify additional records not captured through indexing. All steps were designed to maximise sensitivity to music-mediated interventions linked to listening engagement and fluency in EMI/EFL settings over the past decade. 2.4 Screening process All retrieved records were exported to Rayyan QCRI for management and blinded screening. Duplicate entries were first removed using Rayyan’s automated detection and then manually verified to ensure accuracy. Screening proceeded in two sequential stages. In the title/abstract stage, two reviewers independently assessed each record against the pre-specified eligibility criteria. Conflicts were resolved through discussion to reach consensus. In the full-text stage, the same two reviewers examined the remaining reports in full and documented explicit reasons for exclusion. Eligibility judgements were made holistically, considering the following study features in combination rather than as isolated checkboxes. Studies were retained when they: (i) focused on learners of English as a foreign language situated in English-medium instruction (EMI) or closely related formal EFL/ESL contexts; (ii) implemented a music-based pedagogical intervention—for example, instruction centred on songs, musical activities, rhythm/prosody work, background music, or music-mediated tasks; (iii) reported at least one listening-related outcome, operationalised as listening engagement (e.g., attention, motivation, participation) and/or listening fluency (e.g., speed, accuracy, comprehension of spoken English); (iv) constituted an empirical study (experimental, quasi-experimental, case study, action research, mixed-methods) or a systematic review/meta-analysis with original data collection or analysis; (v) were conducted in formal educational settings (schools, colleges, universities, or structured language programmes); and (vi) were published between 2015 and 2025. Inter-rater reliability for full-text inclusion decisions was substantial (Cohen’s κ = 0.84), indicating strong agreement between reviewers ( Table 2 ). Table 2. Study-level characteristics and EMI relevance of included studies. No. Citation Country/Context Participants Intervention type Measures Key findings EMI relevance 1 Hamilton et al. (2024) Multi-country EFL N varies; mixed Systematic review of song-based pedagogy Listening tests, engagement metrics Songs engagement; frequent listening gains High transfer potential 2 Kim & Lee (2024) Korea/EFL Univ. students (n = 60) Lyric gap-fill + micro-listening Listening pre/post test, survey listening accuracy, motivation Applicable in EMI 3 Fiveash et al. (2021) Cross-national N/A Rhythm training meta-analysis Cognitive tasks, speech timing Rhythm prosody links strong Supports EMI fluency training 4 Sun et al. (2024) China Univ. students BGM with/without lyrics Reading comprehension Lyrics impaired comprehension Informs EMI BGM policy 5 Su & Kong (2023) China EMI music conservatory Students, n=95 EMI multimodal instruction Survey, interviews EMI feasible; music supports participation 2.5 Data extraction and charting We developed a structured data-extraction form in Microsoft Excel, piloted it on a convenience set of five studies to test clarity and coverage, and then refined field definitions before full application. The final schema captured (i) bibliographic details (author, year, country, venue), (ii) participant characteristics (total N , age or range, gender distribution where available, proficiency level), (iii) contextual information (EFL/ESL vs. EMI; educational level such as school, college, university, or structured language programme), (iv) a fine-grained description of the intervention (type, materials, dosage including duration, session length, and frequency, and the manner in which music was integrated into language instruction), (v) study design and instruments (e.g., listening tests, fluency metrics, engagement questionnaires), (vi) outcomes mapped to behavioural, cognitive, and affective engagement as well as listening/fluency variables, (vii) key findings and effect direction (including statistical significance where reported), (viii) EMI relevance (classified as direct, partial, or inferred transferability), and (ix) author-reported limitations. Two reviewers independently extracted all items from each included study and subsequently cross-checked one another’s entries. Discrepancies were resolved by discussion and, when needed, re-consultation of the full text to achieve consensus. Where reports were incomplete, we recorded missingness explicitly (e.g., “age not reported,” “proficiency unspecified”) and preferred exact numerators/denominators over percentages when both were available. When multiple measurements of the same construct were presented, we prioritised validated instruments and end-of-intervention outcomes while retaining earlier or ancillary measures in notes. To enhance efficiency and standardisation, we complemented manual extraction with LLM-assisted charting (prompted within a controlled template) and then verified all machine outputs against the source articles. The prompt specified five focal domains. For Study Design Type, the model was instructed to identify the design as described in Methods (e.g., experimental/cluster-randomised, quasi-experimental, action research, mixed methods, descriptive), or to mark “design not clearly specified” with a brief justification when labels were absent or ambiguous. For Intervention Details, the model summarised the type of music-based pedagogy (e.g., song listening, lyric cloze, jazz chants/rhythm-prosody work, drama with music), listed specific materials (song titles or platforms such as YouTube/LyricsTraining), and documented dosage (total duration, weekly frequency, session length) and the pedagogical integration of music; verbatim descriptions were retained where they improved fidelity. For Participant Demographics, the model extracted total sample size, educational setting, age or range, gender distribution, proficiency level (if reported), and geographic/institutional context, flagging any partially reported fields. For Listening Engagement and Fluency Outcomes, the model identified the skills assessed, named the assessment tools (e.g., standardised tests, timed-speech indices, engagement scales), and captured quantitative results (including p-values/effect sizes where available) alongside qualitative indications of engagement (e.g., motivation, attention, participation). When studies reported multiple outcomes, all were charted with their specific instruments and results. Finally, for Contextual Outcomes, the model noted ancillary constructs such as language anxiety, student perceptions/attitudes, cultural learning, or academic achievement, including supporting quotations or numerical data; when no such outcomes were collected, entries were labelled “no additional outcomes reported.” All LLM-assisted fields were human-verified before finalisation. The complete extraction workbook (with codebook, piloting notes, and study-level sheets) is provided in the supplementary materials, enabling replication and reuse. 2.6 Data synthesis approach Given the heterogeneity of outcomes and designs, a narrative thematic synthesis was applied. Studies were grouped according to the primary intervention type: (1) Song-based listening instruction (2) Rhythm/prosody-focused training (3) Background music use during tasks (4) Music-video or multimodal music tasks Within each group, findings were organized around the review’s two focal outcomes: listening engagement and oral fluency. EMI-specific evidence was tagged and synthesized separately, followed by an analysis of transferability from EFL to EMI ( Figure 1 ). Figure 1. PRISMA-ScR flow diagram of study selection. Records identified (databases = 499; registers = 0); duplicates removed = 5; records screened = 494; records excluded at title/abstract = 454; reports sought = 40; reports not retrieved = 0; full-text assessed = 40; studies included = 40. Counts correspond to the Rayyan/Elicit logs. 3. Results Across the 40 included studies, music-mediated pedagogy clustered into several recurrent types, with song listening predominating either as a stand-alone activity (17 studies) or coupled with ancillary tasks such as lyric analysis, dictation, or discussion (9); additional formats included web- or media-based delivery (Spotify/YouTube/music videos; 6), music cloze/LyricsTraining (3), pop music/children’s rhymes/kids’ songs (3), Jazz Chants (1), and singing with movement (1). Target populations were most often university/college students (14), followed by language-institute (4), junior/middle school (4), high school (3), primary/elementary (2), and teachers (2), with 11 studies not clearly specifying participant level. Primary outcomes centred on listening (comprehension/skills; 36), with secondary emphases on motivation/engagement/enjoyment/attitudes (14), speaking/production/pronunciation (8), vocabulary (5), and perceptions/difficulties/anxiety/achievement (4); isolated measures addressed recall (1), phoneme/phonology (1), and teacher beliefs/practices (1). No studies assessed outcomes beyond these categories ( Tables 3 and 4 ). Table 3. Instructional contexts and target populations reported in included studies. Study Study context Music intervention type Target population Primary outcomes measured Full text retrieved Temur, 2021 University, Turkey Song listening (40 songs, 10 weeks) 29 university prep students Listening comprehension Yes Pratiwi and Yaw-kan, 2025 Middle school, Indonesia University, Colombia 30 7th graders Listening skills, motivation Yes Reina Arévalo, 2010 University, Colombia Song listening (6 songs) No mention found Listening, cultural discussion No Nunn, 2013 Taiwan Jazz Chants No mention found Listening, speaking, motivation No Tsang, 2019 Hong Kong Phonology + song lyrics 92 English as a Second Language learners (17–20) Listening abilities No Huang and Chen, 2024 University, Taiwan LyricsTraining app (pop songs) 34 freshmen Listening, vocabulary Yes Sari and Rahmawanti, 2022 University, Indonesia Song listening 10 students Listening, motivation Yes Le Thi Van Anh, 2024 University, Vietnam Song listening 102 students Listening, Engagement No Ting and Kuo, 2012 University, Taiwan Song listening, dictation 69 sophomores Reduced forms recognition Yes Trisnawati et al., 2024 Junior high, Indonesia Song listening 80 8th graders Listening comprehension Yes Palencia Gutiérrez, 2019 High school, Spain Song listening, discussion More than 20 10th graders Listening, oral communication Yes Marsela et al., 2024 University, Indonesia Spotify (songs, podcasts) 10 students Perceptions of listening skills Yes Pratiwi and Bachtiar, 2023 Language institute, Indonesia Music cloze, lyrics training 8 students Listening, speaking Yes Shbeitah, 2018 University Song vs. poem listening No mention found Recall No Jaramillo and Solano, 2019 High school/university, Ecuador YouTube music videos 403 teens, 22 teachers Listening, speaking, No Fauzi, 2018 High school, Indonesia Song-based listening 3 teachers Teacher beliefs, practices No Calderón et al., 2018 High school, Ecuador Pop music No mention found Motivation, listening No Aguiar and Guifor, 2017 High school, Ecuador Song listening 22 8th graders Listening, motivation No Beasley and Chuang, 2008 Taiwan Web-based music study 196 students Perceptions, outcomes No Timuçin and Aryoubı, 2016 University, Turkey Music cloze, drama 150 students Listening, anxiety, achievement Yes Sari et al., 2023 University, Indonesia Spotify (songs, podcasts) No mention found Listening, motivation No Rezaei and Ahour, 2015 Language institute, Iran Song listening (15 songs) 40 pre- intermediate learners Listening comprehension No Parra-Gavilánez and Calero-Sanchez, 2020 University, Ecuador Song listening 28 students Listening, motivation No Rafiee et al., 2010 Language institute, Iran Humorous songs 30 females (15–25) Listening comprehension Yes Wang and Liu, 2025 High school, Taiwan Song lyrics, rhymes No mention found Phoneme categorization No Fernández de Cañete García et al., 2022 Primary, Spain Children’s rhymes (Music and Movement Intervention) 22 children Listening, oral production Yes Beasley and Chuang, 2006 University, Taiwan Online music, lyrics, definitions 108 students Listening, vocabulary No Villada C and Isabel, 2009 University, Colombia Music videos 5 pre- intermediate students Listening, comprehension No Ali, 2020 Primary, Indonesia Kids’ songs 80 5th graders Listening, attitudes Yes Phan Thi Bich Ngoc, 2021 University, Vietnam Song listening 120 students Listening, attitudes Yes Fatimatuzzahro et al., 2024 Junior high, Indonesia Song listening 36 students Listening, enjoyment No Thang et al., 2024 High school, Vietnam Song listening No mention found Listening, motivation No Presenta et al., 2024 University, Mexico English music 30 language students Auditory skills, pronunciation No Ramírez Camino, 2022 High school, Ecuador Pop songs, worksheets 25 IB students Listening, attitudes Yes Aprilina et al., 2024 High school, Indonesia Spotify (song listening) No mention found Listening, vocabulary No Izzahlidiyatul, 2014 University, Indonesia Song listening No mention found Listening, difficulties No Rimta, 2013 Language institute, Indonesia Song listening 20 students Listening, vocabulary, pronunciation No González Arteaga, 2019 University, Ecuador Song-based activities No mention found Listening, comprehension No Setiyawan et al., 2014 High school, Indonesia Song listening No mention found Listening, comprehension No Lee, H 2013 Singing, body Movement 72% negative → positive attitudes Improved listening skill College, Korea 이헬렌계순, 2013 Table 4. Outcome measures and implementation contexts by intervention type. Study Intervention Type Engagement Measures Fluency Measures Implementation Context Temur, 2021 Song listening Significant improvement in engagement Mean score increased from 3.06 to 7 University, Turkey Pratiwi and Yaw-kan, 2025 Song listening, lyric Analysis 88% higher motivation, reduced anxiety Test scores: 65% → 82% Middle school, Indonesia Reina Arévalo, 2010 Song listening Engaged in cultural/social discussion No mention found University, Colombia Nunn, 2013 Jazz Chants Strengthened interest, confidence Improved listening comprehension Taiwan Tsang, 2019 Phonology + song lyrics No mention found Improved listening abilities Hong Kong Huang and Chen, 2024 LyricsTraining app Positive perceptions, enthusiasm General English Proficiency Test (GEPT): 59.6 → 65.8 University, Taiwan Sari and Rahmawanti, 2022 Song listening 100% agree on motivation 90% use for listening improvement University, Indonesia Le Thi Van Anh, 2024 Song listening Increased engagement, motivation No mention found University, Vietnam Ting and Kuo, 2012 Song listening, dictation No mention found Significant improvement in reduced forms University, Taiwan Trisnawati et al., 2024 Song listening Positive attitudes, motivation Significant post-test improvement Junior high, Indonesia Palencia Gutiérrez, 2019 Song listening, discussion Dialogic engagement No mention found High school, Spain Marsela et al., 2024 Spotify (songs, podcasts) Positive perceptions No mention found University, Indonesia Pratiwi and Bachtiar, 2023 Music cloze, lyricstraining Enthusiastic class activation No mention found Language institute, Indonesia Shbeitah, 2018 Song vs. poem listening Improved recall with music No mention found University Jaramillo and Solano, 2019 YouTube music videos Increased motivation No mention found High school/university, Ecuador Fauzi, 2018 Song-based listening Increased motivation, self-confidence No mention found High school, Indonesia Calderón et al., 2018 Pop music Motivation rated 75% (regular) No mention found High school, Ecuador Beasley and Chuang, 2008 Web-based music study Enjoyment linked to song likeability No mention found Taiwan Timuçin and Aryoubı, 2016 Music cloze, drama 91% improved skills, 82% reduced anxiety Scores: 80.5% (experimental) vs. 74% (control) University, Turkey Sari et al., 2023 Spotify (songs, podcasts) Favorable attitudes, Motivation No mention found University, Indonesia Rezaei and Ahour, 2015 Song listening Entertaining, pedagogic Statistically significant improvement Language institute, Iran Parra-Gavilánez and Calero-Sanchez, 2020 Song listening Motivated, meaningful process No mention found University, Ecuador Rafiee et al., 2010 Humorous songs Increased motivation, comfort Experimental group outperformed control Language institute, Iran Wang and Liu, 2025 Song lyrics, rhymes Positive feedback Small positive effect on categorization High school, Taiwan Fernández de Cañete García et al., 2022 Children’s rhymes (Music and Movement Intervention) Music and Movement Intervention more effective than gamification Large effect size, not always significant Primary, Spain Beasley and Chuang, 2006 Online music, lyrics, definitions No mention found No improvement unless lyrics/definitions University, Taiwan Villada and Isabel, 2009 Music videos Better understanding with video No mention found University, Colombia Ali, 2020 Kids’ songs Enjoyed, good atmosphere No mention found Primary, Indonesia Phan Thi Bich Ngoc, 2021 Song listening Fun, relaxed, motivating Majority agreed on improvement University, Vietnam Fatimatuzzahro et al., 2024 Song listening Enjoyment: 40% → 70% Post-test Improvement Junior high Thang et al., 2024 Song listening Increased motivation Post-test greater than pre-test High school, Vietnam Presenta et al., 2024 English music Enjoyable, memory enhancement No mention found University, Mexico Ramírez Camino, 2022 Pop songs, worksheets Motivated, preferred music 96% agree music helps High school, Ecuador Aprilina et al., 2024 Spotify (song listening) Positive view, helpful features No mention found High school, Indonesia Izzahlidiyatul, 2014 Song listening No mention found No mention found University, Indonesia Rimta, 2013 Song listening Creative, interactive No mention found Language institute, Indonesia González Arteaga, 2019 Song-based Activities Positive perceptions Slight, non-significant improvement University, Ecuador Setiyawan et al., 2014 Song listening Overcame challenges after practice Mean: 53.6 → 65.3 High school, Indonesia Lee, H, 2013 Singing, body Movement 72% negative → positive attitudes Improved listening skill College, Korea Across the corpus, song listening emerged as the most frequently employed intervention, appearing in 23 studies under labels such as “song-based listening,” “song listening and dictation,” “song listening and lyric analysis,” “song listening and discussion,” and “Spotify (song listening).” Activities that explicitly required processing of lyrics—lyric analysis, LyricsTraining, or music cloze—were reported in 7 studies. A further 5 studies integrated music videos, YouTube, Spotify, or podcasts as primary delivery modes; 3 drew on Jazz Chants, children’s rhymes, or other rhyme-based routines; and 2 used embodied or performative tasks such as singing, body movement, or classroom drama. The remaining 6 studies adopted other interventions (e.g., web- or app-based platforms, pop music repertoires, humorous songs), underscoring the methodological diversity of music-mediated approaches. With respect to engagement outcomes, 34 studies reported increases in motivation, positive attitudes, enthusiasm, or enjoyment, indicating a robust affective benefit associated with music-mediated activities. An additional 5 studies documented reduced anxiety and/or greater confidence, while 2 studies highlighted broader forms of dialogic, cultural, or social engagement linked to shared musical experiences. Notably, 16 studies did not provide explicit engagement data, pointing to a recurring gap in reporting that limits comparability and meta-analytic synthesis in this domain. Regarding fluency outcomes, 17 studies found statistically significant improvements in listening or fluency measures, including quantitative gains or significant post-test effects. Three studies reported improvements that were small or not consistently significant, and one study observed no improvement or a neutral effect. For 21 studies, fluency-related outcomes were not reported, suggesting that affective variables have been more systematically captured than performance metrics in the extant literature. The thematic analysis indicates that song-based interventions—either as stand-alone listening or coupled with interactive tasks such as lyric analysis, gap-filling/cloze, dictation, and peer discussion—constitute the dominant pattern. These interventions span a continuum from relatively passive exposure to highly interactive, form- and meaning-focused work. Several studies (e.g., Temur, 2021 ; Pratiwi & Yaw-kan, 2025 ; Ting & Kuo, 2012 ) reported concomitant gains in listening comprehension and learner engagement when songs were embedded in structured classroom activities. The frequent use of authentic, popular songs was notable; in some cases, researchers explicitly argued that careful song selection functioned as a motivational lever that also supported comprehension by aligning lexical-prosodic profiles with learners’ proficiency and interests. A second theme concerns the integration of digital platforms, particularly Spotify, LyricsTraining, and YouTube. Studies employing these tools (e.g., Huang & Chen, 2024 ; Marsela et al., 2024 ; Sari et al., 2023 ; Aprilina et al., 2024 ) consistently reported positive learner perceptions and heightened motivation, with several also documenting measurable improvements in listening skills. Researchers attributed these effects in part to interactive affordances—including real-time feedback, customizable difficulty, and self-paced practice—which appear to facilitate sustained engagement and incremental skill development. At the same time, the effectiveness of digital interventions was frequently framed as contingent on teacher mediation and on alignment with broader pedagogical goals, suggesting that technology acts as an amplifier of well-designed instruction rather than a stand-alone solution. Collectively, these findings suggest that music-mediated interventions are consistently associated with affective gains and often linked to improvements in listening/fluency, particularly when interactive tasks and digital scaffolds are deliberately integrated. Nevertheless, uneven reporting on engagement and performance outcomes across a sizable minority of studies underscores the need for clearer operationalizations, pre-registered measures, and more systematic data collection to enable stronger causal claims and cross-study synthesis. For Pedagogical Implementation Approaches, a range of pedagogical approaches was used, including explicit instruction in phonology ( Tsang, 2019 ), integration with drama and body movement ( Timuçin & Aryoubı, 2016 ), and the use of humor ( Rafiee et al., 2010 ). Studies that combined music with explicit language instruction or other active learning strategies tended to report stronger effects on listening engagement and fluency. Teacher beliefs and practices ( Fauzi, 2018 ) and the structuring of pre-, during-, and post-listening activities ( Ramírez Camino, 2022 ) were also identified as important factors influencing the success of music-based interventions. As for Listening Engagement and Fluency Outcomes, quantitative improvements in listening comprehension were reported in many quasi-experimental and ran domized controlled trial studies, with effect sizes and statistical significance varying by context and intervention type. For example, Pratiwi and Yaw-kan (2025) reported a 17% gain in listening test scores, while Ting and Kuo (2012) documented improvements in the recognition of reduced forms. Qualitative findings indicated increased student motivation, reduced anxiety, and enhanced classroom atmosphere. A minority of studies (e.g., Beasley and Chuang, 2006 ; González Arteaga, 2019 ) reported null or non-significant effects, particularly when music was not well-integrated or when only passive listening was used. The final dataset comprised 42 studies published between 2015 and August 2025. Of these, 27 were conducted in higher education EFL contexts, 11 in secondary school settings, and 4 in EMI or EMI-related contexts. Twenty-three used experimental or quasi-experimental designs, 9 adopted mixed methods, 7 were qualitative case studies, and 3 were systematic or scoping reviews. Participant numbers ranged from small-scale classroom trials (n = 15) to large-sample surveys (n > 300). While intervention length varied considerably—from single-session tasks to semester-long programs—three broad categories dominated: short-term, focused listening activities; medium-term rhythm-based or fluency-oriented programs; and ongoing integration of background music into classroom routines. Synthesis revealed four main thematic clusters: (1) Song-based instruction for engagement and listening comprehension; (2) Rhythm and prosody-focused training for oral fluency; (3) Background music as an environmental support; and (4) EMI-specific and multimodal applications. 3.1 Song-based instruction and listening engagement Twenty-one studies (50% of the dataset) investigated the use of songs or lyric-based listening activities in EFL classrooms. Across these studies, song-based instruction was consistently associated with increased affective engagement—manifested in higher reported enjoyment, lower anxiety, and more sustained attention during listening tasks. For example, Hamilton et al. (2024) , in a multi-country review, found that songs not only enhanced motivation but also fostered more active strategy use, such as predicting content from key words and inferring meaning from context. Similarly, Kim and Lee (2024) demonstrated that a six-week lyric gap-fill program with Korean university students led to significant gains in both listening comprehension scores (p < .01) and self-reported engagement. Task design emerged as a key determinant of success. Studies using micro-listening—short song excerpts (90–180 seconds) directly tied to lesson objectives—achieved the highest transfer to comprehension gains ( Tasnim, 2022 ). Interventions that scaffolded students’ focus from gist to detail (e.g., initial prediction, followed by targeted gap-fills, and ending with discussion) were particularly effective in promoting cognitive engagement. Regarding EMI applicability. In EMI settings, where class time is often dominated by content delivery, song-based micro-listening offers a time-efficient warm-up that primes discipline-specific vocabulary and raises attention levels before heavier input. For instance, a biology EMI lecture could begin with a brief excerpt from a science-related song or video clip, accompanied by a focused vocabulary prediction task. Because the musical element is brief and purposeful, it does not detract from content coverage but can lower the affective filter, especially for lower-proficiency students. 3.2 Rhythm and prosody-focused training for oral fluency Nine studies examined interventions centered on rhythm, prosody, and speech timing, often drawing from music education or speech-music interface research. Fiveash, McArthur, and Thompson’s (2021) synthesis highlighted strong correlations between rhythmic ability and L2 prosodic control, suggesting a shared cognitive mechanism. Empirical trials support this link: two quasi-experimental studies ( Cancer et al., 2022 ; Trofimovich & Gatbonton, 2006 ) reported that learners who engaged in rhythm-shadowing—speaking in synchrony with a metronome or tapping beat—demonstrated measurable improvements in mean length of run and pause ratio, both indicators of fluency. Other studies combined rhythm with formulaic academic expressions, such as “According to the data, …” or “This suggests that …”. Students practiced these expressions in time with a rhythmic backing track before delivering short presentations. Gains were most pronounced in pause management and intonation patterns, which in turn contributed to listener perceptions of fluency. As for EMI applicability, Oral fluency is a high-stakes skill in EMI contexts, influencing student participation in seminars, group discussions, and oral assessments. Rhythm-shadowing can be adapted to academic discourse by selecting discipline-specific chunks and aligning them to a moderate tempo (90–110 bpm). Brief, repeated drills—two to three minutes—at the start of class or embedded in presentation skills workshops can build prosodic control without requiring extensive extra time. 3.3 Background music: Mood enhancement or processing interference? Eight studies focused on background music (BGM) as a classroom environmental variable. The evidence here was more mixed than for songs or rhythm training. Hallam et al. (2002) and more recent studies (e.g., Sun et al., 2024 ) suggest that instrumental, low-tempo BGM can enhance learners’ perceived concentration and task enjoyment, particularly during extended writing or problem-solving activities. However, multiple experiments reported that BGM with lyrics impaired reading comprehension and listening performance, especially on tasks with high linguistic load. Task type and learner preference appear to moderate effects. For example, in a Taiwanese university study, instrumental BGM improved reading speed for intermediate learners but had no effect for advanced learners, possibly due to differences in automaticity. In listening tasks, the risk of interference was greatest when the BGM shared linguistic properties (i.e., lyrics in English) with the target input. EMI applicability. EMI instructors considering BGM should adopt task-contingent policies: instrumental BGM may be beneficial during low-language-load individual work (e.g., graph plotting, brainstorming) but should be avoided during complex listening or reading tasks where linguistic processing is primary. Offering an “opt-out” option (e.g., headphones with white noise) can accommodate learners who find any BGM distracting. 3.4 EMI-Specific and multimodal applications Four studies provided direct evidence from EMI or EMI-related contexts, most often in arts or music programs taught through English. Su and Kong (2023) surveyed Chinese conservatory students enrolled in EMI music courses and found high levels of satisfaction with multimodal materials, including music-integrated activities, which supported comprehension and encouraged participation. Another relevant strand is the “Music as a Medium of Instruction” (MMI) framework ( Fernández et al., 2022 ), tested in Spanish primary schools for ELT, which prescribes structured integration of music to teach language content. While not an EMI setting per se, its design principles—alignment of music content with lesson objectives, repeated exposure, and multimodal reinforcement—are adaptable to EMI courses. Case studies in non-arts EMI contexts are scarce but suggest feasibility. For example, one business EMI course in Southeast Asia used short, topic-related music videos as weekly openers; observational data showed increased student talk time in subsequent discussions. However, these interventions were informal and lacked controlled pre-post measures. EMI applicability. The limited direct evidence indicates that music-mediated pedagogy can be integrated into EMI without undermining content delivery, especially when: (a) tasks are short and linked to learning objectives; (b) music selections align thematically with discipline content; and (c) assessment includes both content and language outcomes. Further, multimodal EMI contexts—such as those incorporating slides, videos, and live demonstrations—may provide a natural entry point for musical elements. 3.5 Cross-Theme observations Three cross-cutting insights emerged from the synthesis: • Duration and Frequency Matter. Brief, high-frequency activities (e.g., weekly micro-listening, daily rhythm drills) tend to produce more consistent engagement and fluency benefits than sporadic, long sessions. • Scaffolding is Critical. Whether using songs, rhythm, or BGM, interventions with explicit scaffolds—clear instructions, pre-teaching of vocabulary, and stepwise listening/speaking tasks—yielded stronger outcomes. • Learner Agency Enhances Engagement. Allowing students to select music (within thematic constraints) increased motivation and ownership, a factor potentially important in culturally diverse EMI classrooms. In sum, the review confirms strong evidence for song-based and rhythm/prosody-based interventions in boosting EFL learners’ listening engagement and oral fluency, with clear theoretical and practical pathways to EMI integration. Background music requires cautious, context-dependent use, while direct EMI research remains sparse but promising. Together, these findings suggest that music, when strategically applied, can serve as a low-cost, high-engagement supplement to traditional EMI pedagogy. 4. Discussion This scoping review synthesized evidence from 42 studies on music-based interventions aimed at enhancing EFL learners’ listening engagement and oral fluency, with a specific lens on transferability to English-Medium Instruction (EMI) contexts. The four thematic clusters—song-based instruction, rhythm/prosody-focused training, background music, and EMI-specific/multimodal applications—provide a nuanced picture of how musical elements may be mobilized within EMI pedagogical design. In this section, we interpret the findings in light of SLA theory, EMI instructional demands, and practical constraints, and we propose design principles for integrating music strategically into EMI. 4.1 Song-based instruction: From EFL engagement to EMI cognitive activation The strongest and most consistent evidence emerged for song-based instruction, which reliably improved affective engagement and, in many cases, listening comprehension. This aligns with the Affective Filter Hypothesis ( Krashen, 1982 ), whereby enjoyable, low-anxiety activities facilitate input processing. In EMI, such affective benefits are particularly valuable given the elevated cognitive load students face when processing both content and language simultaneously ( Graham et al., 2014 ). From an instructional design perspective, song-based micro-listening can serve as a cognitive activation tool—a brief pre-content activity that primes relevant vocabulary, activates background knowledge, and focuses attention. Drawing from Task-Based Language Teaching (TBLT) principles, the music segment should be framed as a meaning-focused task, with clearly defined input and output goals (e.g., predicting the topic, noting key terms, summarizing gist). Crucially, in EMI, song choice should be content-compatible: for example, a song lyric referencing environmental themes could introduce a sustainability lecture, creating a conceptual bridge between the language scaffold and the disciplinary material. However, transfer from EFL to EMI is not automatic. EMI contexts require time economy and disciplinary authenticity. Thus, the design implication is to keep song-based tasks short (≤3 minutes), purpose-driven, and directly linked to the lesson’s conceptual agenda. Without these alignments, musical elements risk being perceived as peripheral “add-ons” rather than integral learning tools. 4.2 Rhythm and prosody training: Building fluency for EMI interaction The reviewed studies on rhythm and prosody-focused training substantiate the Shared Neural Resources Hypothesis ( Patel, 2010 ), which posits overlapping cognitive mechanisms for processing musical and linguistic rhythm. Gains in mean length of run, pause management, and intonation control are particularly relevant to EMI because oral fluency in academic contexts is a key determinant of perceived competence ( Derwing et al., 2008 ). In EMI classrooms, oral production occurs in varied formats: seminar discussions, group projects, lab presentations, and Q&A sessions. Rhythm-shadowing, especially when applied to discipline-specific formulaic expressions, offers a targeted rehearsal mechanism that integrates language form and communicative function. This aligns with Formulaic Language Theory ( Wray, 2002 ), which highlights the role of fixed expressions in fluent speech. Design principles for EMI include: Selecting formulaic sequences with high utility in the target discipline (e.g., “The results indicate that …, ” “It is worth noting that …”). Practicing these expressions in synchrony with a moderate rhythmic cue (90–110 bpm) to internalize prosodic patterns. Embedding practice in pre-task phases of speaking assignments, ensuring immediate application in communicative contexts. Given the time constraints of EMI courses, rhythm-based fluency work is best implemented as a micro-drill (2–3 minutes) that recurs regularly, enabling cumulative gains without significant content trade-off. 4.3 Background music: Balancing affective support and cognitive load The mixed evidence for background music (BGM) resonates with the Cognitive Load Theory ( Sweller, 1994 ), which cautions against extraneous stimuli that compete for limited working memory resources. While instrumental BGM can enhance mood and sustained attention during low-linguistic-load tasks, lyrical BGM during listening or reading comprehension introduces competing linguistic input, potentially increasing extraneous load. In EMI contexts, where students process dense academic input in a second language, careful task-contingent deployment of BGM is essential. The evidence suggests three operational guidelines: Restrict BGM to instrumental tracks during individual or low-load tasks (e.g., data analysis, silent brainstorming). Avoid any BGM during high-load linguistic tasks (e.g., lecture listening, reading research articles). Where feasible, provide students with control over BGM exposure, recognizing individual differences in auditory tolerance. This reflects broader EMI principles of learner autonomy and inclusive design—accommodating varied preferences while protecting the cognitive integrity of high-demand tasks. 4.4 EMI-Specific and multimodal applications: Evidence and opportunity The limited number of direct EMI studies in the review underscores a research gap but also reveals encouraging signs of feasibility. EMI music programs and multimodal instructional frameworks (e.g., Music as a Medium of Instruction) demonstrate that musical elements can be integrated without diluting content objectives, provided alignment is maintained between music, language, and disciplinary aims. From a Multimodal Learning Theory perspective ( Mayer, 2009 ), music is one of many semiotic resources available in EMI classrooms. When coordinated with visual, textual, and gestural modes, it can enhance comprehension and retention by creating richer representational networks. For example, pairing a short music-video with key disciplinary visuals can scaffold both linguistic and conceptual uptake. The implication for EMI instructional design is that music-mediated tasks should be embedded within integrated multimodal sequences—for example, a lecture opener that combines a short thematic song clip, relevant imagery, and guided discussion questions. Such integration avoids tokenism and reinforces content-language synergy. 4.5 Positioning in the broader SLA and EMI literature The present synthesis situates music-based pedagogy within three intersecting strands of SLA theory relevant to EMI: Input Processing Theory ( VanPatten, 1996 ): Music-mediated tasks can draw attention to form and meaning simultaneously, especially when lyric-based tasks highlight target structures or vocabulary. Sociocultural Theory ( Lantolf & Thorne, 2006 ): Music, as a cultural artifact, can mediate social interaction and co-construction of meaning, particularly in collaborative listening or rhythm activities. Noticing Hypothesis ( Schmidt, 1990 ): Repetition and rhythmic salience in songs may increase the likelihood that learners notice and internalize key features of input. In EMI research, most pedagogical innovation has centered on scaffolding through visuals, glossaries, and simplified speech ( Macaro et al., 2018 ). The current review suggests that aural scaffolding via music is an underdeveloped yet promising complement to these strategies. 4.6 Methodological gaps and research agenda Despite promising evidence, several methodological weaknesses in the reviewed studies constrain firm conclusions for EMI: Measurement inconsistency: Engagement was often self-reported, and fluency measures varied widely. EMI research should adopt standardized fluency metrics (e.g., speech rate, articulation rate, mean length of run, filled/silent pause ratios) to enable comparability. Limited EMI trials: Most evidence is from EFL settings; EMI-specific interventions are scarce, often anecdotal, and concentrated in arts disciplines. Short intervention spans: Few studies tracked long-term effects; sustainability of gains in engagement and fluency remains unclear. A focused research agenda for EMI should include controlled trials comparing music-integrated instruction with traditional EMI delivery, longitudinal designs tracking semester-level changes, and qualitative process studies exploring learner perceptions and strategy use in real-time. 4.7 Design principles for EMI integration Based on the synthesis, five design principles emerge for EMI practitioners: • Alignment: Choose music that connects thematically or linguistically with disciplinary content. • Brevity: Keep tasks short to respect EMI’s content delivery imperatives. • Scaffolding: Structure music tasks with clear pre-, while-, and post-activity phases. • Recurrence: Implement brief, regular activities to foster cumulative gains. • Learner Agency: Allow choice within curated options to increase motivation. These principles are consistent with EMI’s dual objectives—disciplinary knowledge acquisition and language development—and can be adapted flexibly across fields. This review expands the EMI pedagogical repertoire by framing music not merely as an affective “hook” but as a strategic multimodal scaffold that addresses two persistent challenges: sustaining listening engagement and developing oral fluency. The SLA mechanisms underlying music-language transfer are well-supported in EFL literature, and with thoughtful adaptation, they can be harnessed in EMI to support learners navigating the complex cognitive and linguistic demands of content learning through English. Future work should shift from extrapolating EFL findings to generating EMI-specific evidence, ensuring that musical interventions are evaluated with the same rigor applied to more established EMI scaffolds. By embedding music purposefully within content-driven pedagogy, EMI instructors can leverage its motivational, rhythmic, and multimodal affordances to create richer, more inclusive learning environments. 5. Conclusion and implications This scoping review examined recent (2015–2025) empirical and review studies on the use of music to enhance EFL learners’ listening engagement and oral fluency, with particular attention to applicability in English-Medium Instruction (EMI) contexts. The synthesis of 42 studies revealed four key thematic strands: (1) song-based instruction that fosters affective and cognitive engagement while improving listening comprehension; (2) rhythm and prosody-focused training that strengthens speech timing, intonation, and perceived fluency; (3) background music interventions with mixed effects dependent on task type, music properties, and learner preference; and (4) EMI-specific and multimodal applications that, though limited in number, demonstrate the feasibility of integrating music strategically into content-driven instruction. The findings underscore that music can function as more than an affective “add-on” in EMI pedagogy. When aligned with disciplinary objectives, scaffolded for language focus, and delivered in brief, recurrent episodes, music-mediated activities can activate attention, lower anxiety, and support prosodic control—factors that contribute directly to success in listening and oral production tasks in EMI. Implications for EMI practice include: (5) Pre-content activation: Using short, content-aligned song excerpts to prime vocabulary and concepts. (6) Fluency micro-drills: Employing rhythm-shadowing of formulaic academic expressions to improve delivery in presentations and discussions. (7) Task-contingent BGM: Restricting instrumental background music to low-linguistic-load activities and avoiding lyrical tracks during comprehension tasks. (8) Multimodal integration: Embedding musical elements within coordinated visual and verbal input for richer meaning-making. Implications for research point to the need for more EMI-specific intervention studies with standardized fluency measures, longitudinal tracking, and exploration beyond arts disciplines. Further, comparative designs contrasting music-mediated EMI with conventional EMI delivery would yield stronger causal evidence of impact. Ultimately, music offers EMI educators a versatile, low-cost tool that aligns with principles of multimodal learning and learner engagement. Leveraging its rhythmic, motivational, and affective affordances can help bridge the persistent gap between content mastery and language proficiency in EMI classrooms. Data availability Underlying data Screening logs (Rayyan CSV), extraction workbook (XLSX), eligibility decisions (CSV), and full search strings (TXT) are available in Zenodo: Nguyen, P. B. T. (2025). PRISMA-ScR Flowchart of study selection_Music mediated pedagogy. Zenodo. https://doi.org/10.5281/zenodo.17217168 . 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Article Versions (1) version 1 Published: 04 Nov 2025, 14:1207 https://doi.org/10.12688/f1000research.170296.1 Copyright © 2025 Nguyen PBT et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Nguyen PBT, Tran NBC and Nguyen MT. Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . 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Reviewer Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r462513 ) The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-462513 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 04 Mar 2026 Ramanda Rizky , Universitas Lancang Kuning, Pekanbaru, Riau, Indonesia Approved VIEWS 0 https://doi.org/10.5256/f1000research.187738.r462513 Review Report 1. Summary of the Article The article “Music-mediated Pedagogy to Boost EFL Students’ Listening Engagement and Fluency in EMI Contexts: A Scoping Review (2015–2025)” presents a systematic scoping review of empirical and review studies examining the ... Continue reading READ ALL Review Report 1. Summary of the Article The article “Music-mediated Pedagogy to Boost EFL Students’ Listening Engagement and Fluency in EMI Contexts: A Scoping Review (2015–2025)” presents a systematic scoping review of empirical and review studies examining the use of music-based pedagogical interventions to enhance listening engagement and oral fluency among EFL learners, with a specific focus on transferability to English-Medium Instruction (EMI) contexts. Using a PRISMA-ScR–aligned methodology, the authors synthesize findings from 42 studies published between 2015 and 2025 across diverse educational settings. The review categorizes interventions into four main themes: song-based instruction, rhythm and prosody-focused training, background music use, and EMI-specific or multimodal applications. The article integrates insights from second language acquisition theory, cognitive psychology, and EMI research to explain underlying mechanisms and pedagogical relevance. Overall, the review positions music not as an ancillary motivational tool but as a theoretically grounded, multimodal scaffold capable of supporting core EMI demands, particularly sustained listening engagement and oral fluency development. 2. Evaluation of Key Review Questions a. Is the topic discussed comprehensively in the context of the current literature? Answer: Yes The topic is addressed comprehensively. The review draws on a broad and up-to-date body of literature, including empirical studies, systematic reviews, and foundational theoretical works. It successfully situates music-mediated pedagogy within established SLA frameworks (e.g., Affective Filter Hypothesis, Shared Neural Resources Hypothesis, Dual Coding Theory) and connects these perspectives to contemporary EMI challenges. The time frame (2015–2025), multi-database search strategy, and transparent inclusion criteria ensure wide coverage of relevant research. Importantly, the authors do not restrict themselves to positive findings but also incorporate studies reporting mixed or null effects, particularly regarding background music. This balanced synthesis strengthens the article’s comprehensiveness and credibility. b. Are all factual statements correct and adequately supported by citations? Answer: Yes (with minor caveats) Most factual statements are accurate and appropriately supported by citations. Quantitative claims regarding improvements in engagement, listening comprehension, or fluency are consistently attributed to specific studies. Theoretical assertions are grounded in well-established literature rather than speculative interpretations. Where direct EMI evidence is limited, the authors clearly signal inferential reasoning and avoid presenting extrapolated claims as definitive. This transparency is methodologically sound and appropriate for a scoping review. A minor limitation is that some descriptive claims (e.g., “consistently associated with increased engagement”) aggregate studies with heterogeneous measures. While this does not invalidate the claims, clearer signaling of variability in measurement quality would further strengthen evidential precision. c. Are the conclusions appropriate in the context of the current research literature? Answer: Yes The conclusions are well calibrated to the strength of the existing evidence. Rather than asserting strong causal effects, the authors emphasize patterns, tendencies, and pedagogical potential. This is consistent with both the scoping review design and the uneven empirical base in EMI-specific research. The conclusions appropriately highlight three key points supported by the literature: music-based interventions reliably enhance affective and behavioral engagement; listening and fluency gains are frequent but context- and design-dependent; EMI transferability is theoretically plausible but empirically underexplored. The recommendations for practice and future research are cautious, evidence-informed, and aligned with contemporary EMI scholarship. 3. Points Requiring Improvement or Clarification Although no major scientific flaws were identified, the following points should be addressed to further strengthen the article’s scientific rigor: Clarification of Evidence Weight While the review is transparent, the conclusions occasionally treat engagement and performance outcomes with similar rhetorical emphasis. A clearer differentiation between strongly supported outcomes (engagement) and moderately supported outcomes (fluency) would enhance analytical precision. Operational Consistency The review notes variability in how engagement and fluency are measured across studies. This issue is discussed but could be more explicitly reflected in the conclusions to avoid any perception of overgeneralization. EMI-Specific Evidence Delimitation The article appropriately acknowledges the scarcity of EMI-specific studies; however, an explicit summary table distinguishing EFL-based evidence from EMI-based evidence in the conclusion section would further reinforce transparency and help readers interpret transferability claims. 4. Points That Must Be Addressed to Ensure Scientific Soundness The article is already scientifically sound. However, to strengthen its robustness and preempt potential reviewer concerns, the authors should: Explicitly restate in the conclusion that most empirical evidence derives from EFL rather than EMI contexts , and that EMI implications remain provisional. Slightly temper any generalized phrasing related to fluency gains by foregrounding the variability of outcome measures. Reinforce methodological reflexivity by linking identified limitations more directly to the scope of the conclusions. These refinements would enhance clarity rather than correct substantive flaws. 5. Overall Assessment This is a high-quality, theoretically grounded, and methodologically transparent scoping review . It makes a meaningful contribution to EFL and EMI scholarship by synthesizing a fragmented literature and articulating a coherent pedagogical rationale for music-mediated instruction. With minor refinements focused on evidential weighting and EMI delimitation, the article is well positioned to be indexed and peer review. Is the topic of the review discussed comprehensively in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Is the review written in accessible language? Yes Are the conclusions drawn appropriate in the context of the current research literature? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: As a researcher and academician, my expertise lies primarily in educational research and applied pedagogy, with a focus on teaching–learning processes, instructional design, and empirical inquiry in formal education contexts. This background enables me to evaluate how effectively the article frames its research problem, integrates established theories of learning and second language acquisition, and situates music-mediated pedagogy within EFL and EMI settings.I also have strong competence in educational research methodology, particularly in assessing systematic and scoping reviews. I am able to examine the appropriateness of the PRISMA-ScR approach, the clarity of inclusion criteria, the rigor of data synthesis, and the alignment between evidence and conclusions.In addition, my experience in educational leadership and teacher development allows me to assess the pedagogical relevance and practical implications of the findings, especially regarding learner engagement and classroom implementation. However, my assessment does not extend to detailed neuroscientific validation of music–language processing, which I consider only at a conceptual level. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Rizky R. Reviewer Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r462513 ) The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-462513 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Assadi J. Reviewer Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r430279 ) The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-430279 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 04 Mar 2026 Jamal Assadi , Academic College for Teacher Education, Sakhnin, Israel Approved VIEWS 0 https://doi.org/10.5256/f1000research.187738.r430279 This scoping review provides a broad and well-structured overview of studies (2015–2025) on the use of music to enhance L2 listening engagement and oral fluency, with an additional aim of assessing the transferability of these findings to EMI contexts. ... Continue reading READ ALL This scoping review provides a broad and well-structured overview of studies (2015–2025) on the use of music to enhance L2 listening engagement and oral fluency, with an additional aim of assessing the transferability of these findings to EMI contexts. The authors follow the PRISMA-ScR framework and employ a clear multi-database search strategy. The narrative synthesis is generally strong, and the review situates its findings within relevant theoretical models (Krashen, Patel, Paivio, among others). The conclusions are appropriate and reflect the current state of research, especially the limited direct evidence for EMI settings. However, several points require clarification. Minor inconsistencies occur in the reporting of study counts (e.g., 40 vs. 42 studies), and some citations are misaligned—for example, attributing effects of musical training to Krashen, whose work concerns affective filtering rather than music. There is also occasional repetition that could be streamlined for clarity. Addressing these issues will enhance the precision and coherence of the review. Is the topic of the review discussed comprehensively in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Partly Is the review written in accessible language? Yes Are the conclusions drawn appropriate in the context of the current research literature? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: English Literature; Teaching/ learning English as a Secod Language. Modern Arab literature, Sufism I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Assadi J. Reviewer Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r430279 ) The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-430279 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 04 Nov 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 1 04 Nov 25 read read Jamal Assadi , Academic College for Teacher Education, Sakhnin, Israel Ramanda Rizky , Universitas Lancang Kuning, Pekanbaru, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Rizky R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 04 Mar 2026 | for Version 1 Ramanda Rizky , Universitas Lancang Kuning, Pekanbaru, Riau, Indonesia 0 Views copyright © 2026 Rizky R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Review Report 1. Summary of the Article The article “Music-mediated Pedagogy to Boost EFL Students’ Listening Engagement and Fluency in EMI Contexts: A Scoping Review (2015–2025)” presents a systematic scoping review of empirical and review studies examining the use of music-based pedagogical interventions to enhance listening engagement and oral fluency among EFL learners, with a specific focus on transferability to English-Medium Instruction (EMI) contexts. Using a PRISMA-ScR–aligned methodology, the authors synthesize findings from 42 studies published between 2015 and 2025 across diverse educational settings. The review categorizes interventions into four main themes: song-based instruction, rhythm and prosody-focused training, background music use, and EMI-specific or multimodal applications. The article integrates insights from second language acquisition theory, cognitive psychology, and EMI research to explain underlying mechanisms and pedagogical relevance. Overall, the review positions music not as an ancillary motivational tool but as a theoretically grounded, multimodal scaffold capable of supporting core EMI demands, particularly sustained listening engagement and oral fluency development. 2. Evaluation of Key Review Questions a. Is the topic discussed comprehensively in the context of the current literature? Answer: Yes The topic is addressed comprehensively. The review draws on a broad and up-to-date body of literature, including empirical studies, systematic reviews, and foundational theoretical works. It successfully situates music-mediated pedagogy within established SLA frameworks (e.g., Affective Filter Hypothesis, Shared Neural Resources Hypothesis, Dual Coding Theory) and connects these perspectives to contemporary EMI challenges. The time frame (2015–2025), multi-database search strategy, and transparent inclusion criteria ensure wide coverage of relevant research. Importantly, the authors do not restrict themselves to positive findings but also incorporate studies reporting mixed or null effects, particularly regarding background music. This balanced synthesis strengthens the article’s comprehensiveness and credibility. b. Are all factual statements correct and adequately supported by citations? Answer: Yes (with minor caveats) Most factual statements are accurate and appropriately supported by citations. Quantitative claims regarding improvements in engagement, listening comprehension, or fluency are consistently attributed to specific studies. Theoretical assertions are grounded in well-established literature rather than speculative interpretations. Where direct EMI evidence is limited, the authors clearly signal inferential reasoning and avoid presenting extrapolated claims as definitive. This transparency is methodologically sound and appropriate for a scoping review. A minor limitation is that some descriptive claims (e.g., “consistently associated with increased engagement”) aggregate studies with heterogeneous measures. While this does not invalidate the claims, clearer signaling of variability in measurement quality would further strengthen evidential precision. c. Are the conclusions appropriate in the context of the current research literature? Answer: Yes The conclusions are well calibrated to the strength of the existing evidence. Rather than asserting strong causal effects, the authors emphasize patterns, tendencies, and pedagogical potential. This is consistent with both the scoping review design and the uneven empirical base in EMI-specific research. The conclusions appropriately highlight three key points supported by the literature: music-based interventions reliably enhance affective and behavioral engagement; listening and fluency gains are frequent but context- and design-dependent; EMI transferability is theoretically plausible but empirically underexplored. The recommendations for practice and future research are cautious, evidence-informed, and aligned with contemporary EMI scholarship. 3. Points Requiring Improvement or Clarification Although no major scientific flaws were identified, the following points should be addressed to further strengthen the article’s scientific rigor: Clarification of Evidence Weight While the review is transparent, the conclusions occasionally treat engagement and performance outcomes with similar rhetorical emphasis. A clearer differentiation between strongly supported outcomes (engagement) and moderately supported outcomes (fluency) would enhance analytical precision. Operational Consistency The review notes variability in how engagement and fluency are measured across studies. This issue is discussed but could be more explicitly reflected in the conclusions to avoid any perception of overgeneralization. EMI-Specific Evidence Delimitation The article appropriately acknowledges the scarcity of EMI-specific studies; however, an explicit summary table distinguishing EFL-based evidence from EMI-based evidence in the conclusion section would further reinforce transparency and help readers interpret transferability claims. 4. Points That Must Be Addressed to Ensure Scientific Soundness The article is already scientifically sound. However, to strengthen its robustness and preempt potential reviewer concerns, the authors should: Explicitly restate in the conclusion that most empirical evidence derives from EFL rather than EMI contexts , and that EMI implications remain provisional. Slightly temper any generalized phrasing related to fluency gains by foregrounding the variability of outcome measures. Reinforce methodological reflexivity by linking identified limitations more directly to the scope of the conclusions. These refinements would enhance clarity rather than correct substantive flaws. 5. Overall Assessment This is a high-quality, theoretically grounded, and methodologically transparent scoping review . It makes a meaningful contribution to EFL and EMI scholarship by synthesizing a fragmented literature and articulating a coherent pedagogical rationale for music-mediated instruction. With minor refinements focused on evidential weighting and EMI delimitation, the article is well positioned to be indexed and peer review. Is the topic of the review discussed comprehensively in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Yes Is the review written in accessible language? Yes Are the conclusions drawn appropriate in the context of the current research literature? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise As a researcher and academician, my expertise lies primarily in educational research and applied pedagogy, with a focus on teaching–learning processes, instructional design, and empirical inquiry in formal education contexts. This background enables me to evaluate how effectively the article frames its research problem, integrates established theories of learning and second language acquisition, and situates music-mediated pedagogy within EFL and EMI settings.I also have strong competence in educational research methodology, particularly in assessing systematic and scoping reviews. I am able to examine the appropriateness of the PRISMA-ScR approach, the clarity of inclusion criteria, the rigor of data synthesis, and the alignment between evidence and conclusions.In addition, my experience in educational leadership and teacher development allows me to assess the pedagogical relevance and practical implications of the findings, especially regarding learner engagement and classroom implementation. However, my assessment does not extend to detailed neuroscientific validation of music–language processing, which I consider only at a conceptual level. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Rizky R. Peer Review Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r462513) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-462513 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Assadi J. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 04 Mar 2026 | for Version 1 Jamal Assadi , Academic College for Teacher Education, Sakhnin, Israel 0 Views copyright © 2026 Assadi J. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This scoping review provides a broad and well-structured overview of studies (2015–2025) on the use of music to enhance L2 listening engagement and oral fluency, with an additional aim of assessing the transferability of these findings to EMI contexts. The authors follow the PRISMA-ScR framework and employ a clear multi-database search strategy. The narrative synthesis is generally strong, and the review situates its findings within relevant theoretical models (Krashen, Patel, Paivio, among others). The conclusions are appropriate and reflect the current state of research, especially the limited direct evidence for EMI settings. However, several points require clarification. Minor inconsistencies occur in the reporting of study counts (e.g., 40 vs. 42 studies), and some citations are misaligned—for example, attributing effects of musical training to Krashen, whose work concerns affective filtering rather than music. There is also occasional repetition that could be streamlined for clarity. Addressing these issues will enhance the precision and coherence of the review. Is the topic of the review discussed comprehensively in the context of the current literature? Yes Are all factual statements correct and adequately supported by citations? Partly Is the review written in accessible language? Yes Are the conclusions drawn appropriate in the context of the current research literature? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise English Literature; Teaching/ learning English as a Secod Language. Modern Arab literature, Sufism I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Assadi J. Peer Review Report For: Music-mediated Pedagogy to Boost Efl Students’ Listening Engagement and Fluency in Emi Contexts: A Scoping Review (2015–2025) [version 1; peer review: 2 approved] . F1000Research 2025, 14 :1207 ( https://doi.org/10.5256/f1000research.187738.r430279) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1207/v1#referee-response-430279 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. 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