This paper disseminates the research findings of a study carried out in Greece, which investigated the effectiveness of songs and poems on promoting vocabulary development in foreign language teaching. The data presented here is drawn from senior high school learners, in a Greek state school, aged between 15 to 16 years. Several research tools were used as the main instruments for the collection of data, (i.e., vocabulary knowledge tests and questionnaires) which ensured quantitative interpretation of results, while an observation checklist unearthed a qualitative analysis of the accrued findings. The analysis of the results revealed significant improvement regarding students’ vocabulary knowledge and vocabulary skills.
Keywords: Song and poem-based tuition, Lexical improvement, Teenage students, Authentic material, EFL classroom