This study investigated whether learners exposed to songs using YouTube would experience a change in vocabulary competence compared to those exposed to the traditional teacher-fronted approach. To fulfil this purpose, 68 Form Four students were selected from a government-run secondary school located in Kedah, Malaysia. These participants were then divided into two equal groups of experimental and control. The study was carried out over a six-week course (12 sessions). A vocabulary test was administered as a pretest for both groups prior to the treatment. There were twelve sessions of vocabulary lessons conducted with both groups in which the experimental group adopted songs and the control group underwent the traditional teacher-fronted approach. Data was gathered through a vocabulary pretest and posttest, on-going observations, and journal entries. Results revealed that the experimental group experienced a significant improvement in their vocabulary competence compared to the control group. Some recommendations are finally presented based on research findings