Using Latin American Songs to Enhance Motivation in Spanish Language Learning: A Case Study at Makerere University, Uganda

Abstract

This study investigates the effectiveness of Latin American songs in enhancing motivation and reducing anxiety among Spanish language learners at Makerere University, Uganda. Grounded in Krashen’s Affective Filter Hypothesis (1982), the research compared two groups of third-year Spanish beginners over a 16-week semester: an experimental group exposed to songs from Cuba, Puerto Rico, and the Dominican Republic, and a control group taught through traditional methods. Data were collected through class observations, focus group discussions, and lecturer interviews. Findings reveal that the experimental group demonstrated higher interest, improved pronunciation, greater confidence, and stronger emotional engagement than the control group, which remained hesitant and less participative. Songs such as Vivir Mi Vida and Despacito provided cultural resonance, lowered classroom anxiety, and encouraged active participation. The study concludes that integrating Latin American music into Spanish instruction offers a practical and enjoyable strategy to foster learner motivation, reduce affective barriers, and promote cultural appreciation in foreign language education.