Teaching English to young English young learners in primary school is a gratifying endeavor 
that demands patience, ingenuity, and a fervor for pedagogy.Teachers can enhance the learning experience for their 
English young learners by employing a blend of music and interactive activities.Prior to selecting learning strategies aimed at enhancing students' self-
esteem, it is crucial to take into account several factors, including the subject matter, its 
adaptability to diverse learning approaches, the students' age and educational level, and the 
teaching environment (Butler, 2015; Leong & Ahmadi, 2017; Zein et al., 2020).Incorporating songs and activities into English instruction for primary school English young 
learners can yield advantages such as fostering a favourable classroom atmosphere, improving 
linguistic abilities, and encouraging active participation in the learning process.Through the careful selection of 
pedagogical approaches and instructional resources, educators have the ability to establish a 
highly efficient educational setting that fosters the acquisition of proficient linguistic abilities 
in English young learners.Introduction
The discipline of Teaching English for Young Learners (TEYL) is experiencing tremendous 
growth worldwide, with English instruction becoming more prevalent at the primary levels.By 
exposing English young learners to the English language at a young age, educators can 
facilitate the cultivation of robust language abilities that will greatly benefit them in their 
academic and professional trajectories.An effective listening 
strategy that can be utilised is engaging in narrative listening, which holds importance in an 
individual's cognitive and experiential development, akin to the faculties of vision and 
locomotion.The study examines the 
advantages and disadvantages of these two methods in enhancing language proficiency and 
establishing an immersive educational setting.The study provides guidelines for educators and highlights the importance of creating a 
favorable classroom atmosphere.Teaching English to young learners in elementary school is a gratifying endeavour that 
demands patience, ingenuity, and a fervour for education (Imaniah & Nargis, 2017).The teacher should employ captivating and dynamic instructional techniques 
that accommodate the distinct requirements and preferences of the students.Integrating games, 
songs, stories, and interactive activities not only enhances the enjoyment of the learning process 
but also facilitates improved retention of language topics.This is due 
to the exceptional capacity of young learners to assimilate knowledge, and the collaborative 
efforts of parents and instructors to enhance their cognitive performance.This article will 
specifically address the four essential competencies required for teaching English, namely: 
auditory comprehension, oral communication, textual interpretation, and written expression.Teaching English to young learners necessitates a teacher to exhibit ingenuity and flexibility 
in their methodology (Alsyouf & Al Kayed, 2021).Nevertheless, 
it is crucial for educators to meticulously choose suitable material and guarantee a regulated 
atmosphere within the classroom.Various instructional methods, 
such as using music or interactive activities, can be employed in the classroom.The objective 
of this study is to investigate the efficacy of utilizing songs and games as pedagogical 
approaches in the training of English to primary school children.Listening is a 
fundamental skill that is crucial for acquiring knowledge in all topics within the elementary 
curriculum.Learners' 
active engagement during the listening process, rather than passively waiting until the finish, 
effectively sustains their interest and mitigates the risk of boredom.The findings suggest that both songs and games 
might be efficacious in instructing English, while they have distinct benefits and drawbacks.Teachers can enhance students' performance and engagement by offering a clear 
understanding of the upcoming auditory content and the corresponding expectations.Observational data was obtained from two 
distinct schools and their respective courses.