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 249

www.rsisinternational.org

Harmony of Language and Technology: AI-Supported Music

Education through Song Lyrics

Juriani Jamaludin, *

Nurulhamimi Abdul Rahman,

Enrieka Ervina Ugama,

Raudhatul Jannah

Mohd Shahril ,

Brenda Louisa Bede

1 2 3 4 5

Universiti Teknologi MARA, Shah Alam, Selangor

*Corresponding Author

DOI:

https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000045

Received: 23 September 2025; Accepted: 30 September 2025; Published: 05 November 2025

ABSTRACT

This study explores the integration of artificial intelligence (AI) in music education as an innovative approach

to enhance language learning through song lyrics. Music is widely recognised as a powerful pedagogical tool,

with its lyrics offering meaningful context for vocabulary building, grammar practice, and expressive

communication. By combining AI with music education, the study aims to create engaging and

multidisciplinary learning experiences that foster both linguistic growth and artistic expression. The approach

emphasises lyric writing, songwriting, and guided singing to improve students’ vocabulary, grammar,

pronunciation, and vocal skills. Learners compose original works with the help of AI tools while practising

accurate English vowels, clear pronunciation, and appropriate vocal techniques. The methodology involves AI-

assisted music generation, lyric composition, guided vocal practice, and peer presentations, encouraging

collaboration, creativity, and reflective learning.

Findings show that students achieve notable improvements in language proficiency, confidence, and creative

expression. Importantly, the accessibility of AI allows participation from all learners, regardless of prior

musical training, making songwriting and performance both inclusive and enjoyable.

The novelty of this study lies in its cross-disciplinary framework that unites music education, language

acquisition, vocal training, and AI technology. Results highlight how AI-supported lyric composition and

guided singing enhance linguistic skills while nurturing creativity, critical thinking, and student engagement.

This approach demonstrates the transformative potential of AI in education, offering new pathways where

music, language, and technology converge to enrich teaching and learning.

Keywords: (Artificial Intelligence (AI); Music Education; Language Learning, Song Lyrics; Creativity

INTRODUCTION

Malaysia’s education system has long emphasised “fun learning” through creative and interactive strategies,

with music and singing playing central roles in classroom instruction (Saidon et al., 2021). Singing also has a

great impact on developing students' communication skills. Singing enhances communication skills, which in

turn leads to better performance in academics and enhanced interpersonal relations. Songs provide more than

just opportunities for language practice through repetition, they also help develop listening abilities, strengthen

language association and assimilation, and enhance phonological skills while creating a relaxed learning

environment. By incorporating songs into English lessons, teachers can effectively recycle various linguistic

features. They can also be integrated at different stages of instruction, such as warm-ups or fillers, to maintain

students’ interest and engagement. Their rhythmic and repetitive qualities help learners internalise linguistic

patterns, while melodies and gestures enhance memory retention and predictive language processing.

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 250

www.rsisinternational.org

Problem Statement

Recent research continues to affirm the role of music in language development. Aini and Purnawati (2025)

reviewed song-based interventions for preschool children with language delays, finding significant

improvements in vocabulary, sentence construction, and comprehension. Similarly, group musical activities

cultivate social communication skills such as turn-taking, listening, and collaboration, all of which are critical

for effective interaction (Pino, Giancola, & D’Amico, 2023; Linnavalli, Putkinen, Lipsanen, Huotilainen, &

Tervaniemi, 2018). Hart (2015) further demonstrated that incorporating songs, chants, and nursery rhymes into

kindergarten lessons enhanced phonemic awareness, vocabulary knowledge, sight-word recognition, and

learner motivation, highlighting music as an effective and non-traditional approach to language teaching.

Building on this foundation, the integration of artificial intelligence (AI) offers new opportunities to advance

music-supported language learning. AI can analyse song lyrics, model pronunciation, and provide personalised

feedback on vowel production and articulation, helping students refine both their receptive and expressive

skills. Moreover, AI-supported platforms can adapt songs to learners’ linguistic levels, recommend

vocabulary-rich lyrics, and guide teachers in applying evidence-based strategies. Education 5.0 goals, which

prioritise innovation and creativity alongside student-centred learning, align with this technological

complement to traditional music pedagogy. Thus, the harmony of language and technology through AI-

supported music education presents a promising pathway for enhancing language learning outcomes while

sustaining the engaging and interactive spirit of song-based instruction.

Objectives

1. To investigate the ways in which AI-supported lyric composition and vocal practice can improve

students' language proficiency, specifically in areas such as vocabulary, grammar, pronunciation, and

expressive communication.

2. To examine the effectiveness of integrating AI tools in music education as a creative and interactive

approach that fosters student engagement, collaboration, and holistic learning.

PRODUCT DESCRIPTION & METHODOLOGY

The Harmony of Language and Technology Innovation introduces a structured and interactive framework for

integrating artificial intelligence (AI) into music education to enhance language learning through song lyrics.

In this study, a small group of eight undergraduate students participated in four sequential stages: lyric

composition, AI-assisted music generation, guided vocal practice, and peer presentations with reflection.

The project followed an integrated learning process driven by AI tools. Students initiated the creative phase by

utilizing ChatGPT to construct English lyrics, specifically targeting vocabulary expansion and grammar

improvement through iterative refinement and language checking. Subsequently, they used Suno AI as a

generative tool to produce and arrange the simple melodies for their songs. Guided vocal practice then focused

on pronunciation and vocal techniques.

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 251

www.rsisinternational.org

The final stage involved peer presentations and critiques of their original songs in groups, fostering

collaboration, creativity, and reflective learning. Data were gathered through classroom observations and

student reflections to assess language growth, creativity, and general learning.

POTENTIAL FINDINGS AND COMMERCIALISATION

Integration of AI in Music Composition and Creative Songwriting

The writing of lyrics encourages student imagination and creativity while increasing their vocabulary,

knowledge of grammar and creative writing ability. In this method, students use ChatGPT as a tool in

generating English song lyrics helping to improve language and broaden expressional capabilities. Assisted by

Suno AI, users can form their spoken lyrics into full-blown musical compositions-- No instrumental skills

needed. This blending enhances creativity, encourages motivation and participation while giving students a

feeling of pride when their work is polished by professionals.

It is also expected that students will experiment with different types of songs to match the lyrics they have

written. The freedom to select from various musical genres according to personal preferences may complement

their lyric writing and encourage artistic exploration. As students engage with AI-generated music, they are

likely to experience excitement and curiosity, as the tools simplify the technical aspects of composition and

make music creation more inclusive.

Overall, this approach highlights the potential for AI to democratise creativity by lowering barriers to musical

production. By allowing students to generate original lyrics and transform them into complete songs, the

activity is anticipated to foster more profound engagement with the English language while simultaneously

developing creativity and self-expression.

Guided Lyric Diction and Pronunciation in Singing

Alongside lyric writing and the use of AI-assisted music composition, careful guidance in lyric diction and

pronunciation plays a key role in vocal development. Singing is more than making music—it is also a form of

communication in which clarity, accuracy, and expressiveness determine how well a song’s message is

conveyed. To support this, students receive structured training that covers posture alignment, breath control,

vocal warm-ups, articulation, and tonal precision. Together, these fundamentals build a stronger, more

resonant voice and help singers enunciate their lyrics with ease.

Working with Suno AI-generated melodies, students can repeatedly listen and sing along, reinforcing diction

and pronunciation. Through regular practice with such digital material, they learn to shape vowels consistently

and articulate consonants cleanly, which sharpens both their musical accuracy and their spoken clarity. Simple

drills—like isolating and sustaining the vowel sounds a–e–i–o–u—highlight subtle contrasts in English

pronunciation, while focused consonant exercises make each lyric more distinct and engaging.

Beyond the mechanics of diction, targeted coaching in breathing, phrasing, and tone production supports vocal

stamina and expressive control. Solid breath management allows singers to sustain longer lines with

confidence, while thoughtful phrasing brings a natural flow and emotional depth to performances. These habits

not only enrich musical interpretation but also boost confidence in everyday communication, whether in class

discussions, presentations, or informal conversation.

What makes this approach distinctive is its holistic nature. Training in pronunciation and diction is not treated

as a stand-alone language lesson; it is woven directly into the creative and performative experience of singing.

By blending AI-supported music creation with focused vocal instruction, students take part in an active,

integrated process that develops both artistic skill and communicative ability. In the long run, this combination

is expected to strengthen musical proficiency and at the same time support English language development in a

lively, relevant, and culturally sensitive way.

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 252

www.rsisinternational.org

Language Development through Music & AI

To enhance English proficiency among children, singing with appropriate lyrics plays a vital role. Through

music, children can easily remember words and pronounce them correctly, as musical elements aid memory

and articulation. In this study, students practiced singing their songs with a strong focus on pronunciation and

vocal technique. Observations revealed noticeable progress in articulation, speech rhythm, and vowel

accuracy. As they rehearsed, learners became more aware of their pronunciation errors, with some even

modifying their lyrics to make the words easier to sing and articulate.

The findings highlight the synergy between music and language learning, supporting Patel’s (2011) view that

rhythm and melody enhance phonological processing. Repetitive practice through singing served as a natural

reinforcement mechanism, enabling students to internalize correct pronunciation and stress patterns more

effectively.

NOVELTY AND RECOMMENDATIONS

This innovation introduces a cross-disciplinary framework that integrates music education, language learning,

AI technology, and vocal training. Through AI-assisted lyric writing and melody generation, it democratizes

creativity by enabling learners without prior musical experience to compose and perform songs. The approach

is distinctive in combining linguistic accuracy with artistic expression, creating a highly engaging and

innovative pathway for language acquisition.

It is recommended that this innovation be further developed into scalable digital platforms, such as educational

apps or online modules, to maximize accessibility across diverse learning environments. Teacher training

programs should incorporate this approach to equip educators with the skills to blend AI tools with creative

pedagogy. Future research could also explore its adaptability across different languages and cultural contexts,

ensuring broader impact and sustainability

ACKNOWLEDGEMENTS

This project was supported by the Faculty of Music, Universiti Teknologi MARA (UiTM). Appreciation is

also extended to all lecturers, colleagues, and students who contributed their time, expertise, and collaboration

throughout the process..

REFERENCES

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children with language delays: A systematic review. English Teaching Journal and Research: Journal of

English Education, Literature, and Linguistics, 5(1), 83–97.

2. Hart, A. (2015). Songs, chants, and nursery rhymes as tools in kindergarten language development. Early

Childhood Education Journal, 43(2), 123–134.

3. Linnavalli, T., Putkinen, V., Lipsanen, J., Huotilainen, M., & Tervaniemi, M. (2018). Music playschool

enhances children’s linguistic skills. Scientific Reports, 8(1), 8767. https://doi.org/10.1038/s41598-018-

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4. Pino, M. C., Giancola, M., & D’Amico, S. (2023). The association between music and language in

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