Abstract
The article explores the effectiveness of using authentic song materials in teaching English as a foreign language at the university level. The study focuses on the formation of students’ communicative competence through the integration of music into the learning process. Authentic songs are viewed as a means of enhancing motivation, developing listening skills, and improving lexical and grammatical competence. The research is based on a quasi-experimental design involving control and experimental groups of students. Song-based activities were incorporated at different stages of the lesson and compared with traditional teaching methods. The results demonstrate that the use of authentic songs increases student engagement and creates a positive psychological climate in the classroom. The findings suggest that combining traditional instruction with song-based materials contributes to the development of communicative competence and supports learners’ motivation.