One of the main reasons for studying a foreign language is communicating with others, but many students do not feel confidently enough when trying to develop their speaking skills. Among adolescents’ frequent activities are that of listening to music while paying attention to song lyrics. We hypothesize that these musical experiences could influence their speaking skills. The present study aims to consider different factors that could influence students’ speaking proficiency. Among these factors, students’ emotional understanding, their willingness to communicate in a FL and their musical experience are considered. One hundred and twenty-four students of English as a foreign language (EFL) in the fourth year of Secondary Education from three different high schools in Spain took part in the study. Oral data were collected through individual interviews and three scales were administered to measure the different factors. Students’ musical experience and emotional response to music were measured through The Absorption in Music Scale, their emotional understanding of verbal texts through The Situational Test of Emotional Understanding – Brief, and their willingness to communicate in the EFL class through Willingness to Communicate Scale. Although no direct connection was found between students’ musical experience and their speaking proficiency, results demonstrate that students with high emotional understanding show better speaking skills and that students with musical experience exhibited higher emotional understanding. We detected a significant positive connection between emotional understanding and all the five parameters considered to assess students’ speaking proficiency. The connection between willingness to communicate in the EFL class and students’ speaking skills is even greater.

Facilitating oral skills through authentic materials such as music has been essential in foreign language teaching (FLT). However, a model whose core element is to develop adolescent EFL learners’ narrative skills through songs with highly emotional lyrics is still non-existent. Furthermore, engaging students in vivid debates about everyday topics with which they can relate is considered a key element to develop their narrative skills. Both, themes and structure of contemporary country music songs have been analysed by means of a corpus. Additionally, a questionnaire has been administered to know adolescent English as a Foreign Language (EFL) learners’ attitude towards the implementation of social issues and music in class. The results show that there exists a narrative structure in contemporary country music songs and a wide range of topics with which students can easily identify. These results suggest that these song lyrics may serve to facilitate EFL students' narrative skills.