ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 215
www.rsisinternational.org
Sing & Spell with AI: Enhancing Vocabulary Acquisition through Song-
Based Learning in ESL Classrooms
*1
Mohammad Radzi bin Manap,
2
Nor Fazlin binti Mohd Ramli,
3
Siti Nur Badriah binti Mohd Tahir
1,2,3
Akademi Pengajian Bahasa,
Universiti Teknologi
Mara (UiTM) Shah Alam
*Corresponding Author
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000040
Received: 23 September 2025; Accepted: 30 September 2025; Published: 05 November 2025
ABSTRACT
Sing & Spell with AI is an innovation that combines Artificial Intelligence with music-based learning to
support vocabulary instruction in ESL primary classrooms. The tool automatically generates customised lyrics
by embedding target vocabulary into familiar tunes, reducing teacher preparation time while creating engaging
learning experiences. Implemented with 15 Year 2 pupils over two weeks, the intervention showed clear
improvements in spelling accuracy and vocabulary recall, especially among lower-proficiency pupils. From the
teachers’ perspective, the AI-assisted system simplified lesson planning and made vocabulary instruction more
effective. The novelty of this approach lies in its integration of AI-generated lyrics with music-based strategies,
offering potential for commercialisation through curriculum-based expansion and future development as a
subscription-based mobile application.
Keywords: (vocabulary learning, AI-assisted vocabulary instruction, music-based learning)
INTRODUCTION
Vocabulary acquisition plays a central role in language learning, particularly at the primary school level where
children are building foundational literacy. Without adequate vocabulary, learners often struggle with reading
comprehension, writing and oral communication. Songs and rhymes have long been recognised as effective
strategies for vocabulary learning as they provide rhythm, repetition and context that support memorisation and
pronunciation (Karote Rajan & Saadat, 2024; Kholid, Rini, & Winasari, 2024).
Problem Statement
Despite the proven benefits of songs and rhymes, teachers often face time constraints in preparing such
materials which limits their classroom use. Traditional approaches may not provide enough engaging or
multisensory exposure to vocabulary, leading to difficulties in retention, especially for lower-proficiency
learners. Teachers in Malaysian ESL classrooms have reported that curriculum demands restrict the time they
can dedicate specifically to vocabulary instruction (Manap, Ramli, & Mohd Tahir, 2025).
In today’s era, where Artificial Intelligence is increasingly integrated into education, it presents practical
solutions for enhancing vocabulary instruction. One such application is the ability to generate customised
lyrics that embed target vocabulary into familiar tunes thereby reducing lesson preparation time. With this in
mind, Sing & Spell with AI was developed as an innovation aimed at supporting teachers and pupils in
achieving effective and enjoyable vocabulary learning.
Objectives
1. To enhance Year 2 pupils’ spelling accuracy and vocabulary recall through the use of Sing & Spell with
AI.
2. To minimise teacher preparation time by utilising AI-generated lyrics for vocabulary instruction.
3. To promote learner motivation and active participation through music-based vocabulary learning.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 216
www.rsisinternational.org
PRODUCT DESCRIPTION & METHODOLOGY
Sing & Spell with AI is an innovation that combines artificial intelligence with music-based learning. Using an
AI text generator, teachers input target vocabulary, and the system automatically creates lyrics that fit into the
rhythm of familiar tunes such as London Bridge is Falling Down. This makes lessons easier to prepare, more
engaging for pupils, and adaptable to different vocabulary themes. The framework of the product (as shown in
Figure 1) outlines four main steps:
Figure 1 Sing & Spell with AI framework
The framework illustrates the four stages of the innovation: selecting target vocabulary, generating AI-assisted
lyrics, classroom singing, and assessing spelling or vocabulary recall.
Sample AI-generated lyrics are illustrated in Figure 2 showing how target vocabulary is embedded naturally
into song verses.
Figure 2 Sample AI-generated lyrics
Using Sing & Spell with AI, teachers only need to key in the target vocabulary and the platform automatically
produces song lyrics that embed the words into familiar tunes. This reduces preparation time while ensuring
engaging and meaningful vocabulary practice for pupils.
Generate lyrics with AI
(Prompt AI to create lyrics
using target words)
Adapt for lesson
(Select or adjust lyrics to
match learning objectives)
Sing & Spell
(Teach pupils to sing the lyrics
and spell words aloud together)
Reflect & Assess
(Assess spelling / vocabulary
recall)
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 217
www.rsisinternational.org
POTENTIAL FINDINGS AND COMMERCIALISATION
Early Results
During the two-week implementation of Sing & Spell with AI, incorporating lyrics and singing into lessons led
to clear improvements in vocabulary retention and spelling accuracy particularly among lower-proficiency
pupils (as shown in Table 1) who often face difficulties with traditional memorisation methods. Verbal
assessments conducted after the intervention revealed that pupils not only remembered how to spell the words
but were also able to accurately recall the word meaning embedded in the songs. This suggests that the
combination of rhythm, repetition and AI-generated lyrics supported recognition and vocabulary
understanding.
From the teachers’ perspective, the integration of AI to generate lyrics significantly reduced preparation time
making vocabulary instruction more efficient and purposeful. Furthermore, classroom observations revealed
higher levels of learner motivation and active participation. This indicates that music-based AI tools can foster
a more engaging and supportive learning environment.
Table 1 Pre-test and Post-test Scores
Pupil
Number of correct spelling (Pre-test)
Number of correct spelling (Post-test)
1
0
4
2
2
6
3
1
6
4
4
8
5
4
6
6
8
8
7
7
8
8
8
8
9
8
8
10
8
8
11
8
8
12
8
8
13
8
8
14
8
8
15
8
8
Commercialisation
In terms of commercialisation potential, Sing & Spell with AI can be further expanded to cover a wider range
of topics and vocabulary sets across grade levels following the syllabus in the curriculum. As an online
platform, it provides teachers with an easily accessible resource that requires minimal preparation.
The innovation can also be developed into a subscription-based mobile application where teachers simply
select a tune and input target vocabulary and the system automatically generates customised lyrics.
This model offers scalability and sustainability which makes the product both practical for classroom use and
marketable within the broader educational technology sector.
NOVELTY AND RECOMMENDATIONS
The novelty of Sing & Spell with AI lies in its unique integration of music-based vocabulary instruction with
the use of Artificial Intelligence (AI). Unlike traditional method where teachers spend considerable amount
searching for song and creating suitable lyrics and rhythm, this innovation automatically generates customised
lyrics based on target vocabulary, allowing teaches to deliver meaningful vocabulary lessons with minimal
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Page 218
www.rsisinternational.org
preparation time. The AI-driven component provides flexibility to adapt across different vocabulary sets and
topics.
For future development, Sing & Spell with AI can be expanded to include a wider selection of tunes and
thematic vocabulary banks to cater to various proficiency levels and curriculum needs. The platform can also
be enhanced with other interactive features such as gamified quizzes and pronunciation guide to support both
teachers and learners.
In addition, incorporating structured interviews or classroom observations can provide qualitative evidence of
learner engagement and retention. These data would help to validate the observed improvements and offer
richer insights into how pupils respond to AI-generated song-based learning. Longitudinal testing could also be
conducted to examine the sustainability of learning gains over time particularly in maintaining vocabulary
recall.
ACKNOWLEDGEMENTS
We extend our sincere appreciation to the Headmistress of SK Tebong, Alor Gajah, Melaka, for granting
permission to implement Sing & Spell with AI in the classroom and for her continuous support throughout the
project. Our heartfelt thanks also go to the Year 2 pupils who took part with great enthusiasm.
REFERENCES
1. Karote Rajan, S., & Saadat, U. (2024). An experimental study on using rhymes to build English vocabulary
among kindergarten pupils in Bousher, Oman. SSRN. https://ssrn.com/abstract=5345459
2. Kholid, M. F., Rini, Y. P. ., & Winasari, B. T. . (2024). Improving Vocabulary Mastery with English Kids’
Songs: A Study in Primary Education. LinguaEducare: Journal of English and Linguistic Studies, 1(2), 71-
82. https://doi.org/10.63324/lec.1v.2i.16
3. Manap, M. R., Ramli, N. F. M., & Mohd Tahir, S. N. B. (2025). Teacher beliefs and approaches to
vocabulary teaching in Malaysian primary schools. International Journal of Language Education and
Applied Linguistics, 10(1), 1–15. ttps://doi.org/10.15282/
