This thesis explores how Spotify, a popular music streaming site, reflects advances
in technology within education. Using a descriptive qualitative method, this study
investigated how learners use Spotify to learn vocabulary. Ten fifth-semester
students from the English Education Department, who had already completed the
Vocabulary Course, participated in this research. The findings indicate that most
students employ Spotify in their unique ways to learn languages. The platform's
flexibility allows students to adapt their learning methods according to their
preferences. This adaptability highlights Spotify's potential beyond just music
listening and entertaintment. This research paper provides insights into how
students independently use Spotify as a vocabulary-learning tool. The study not
only recognizes Spotify's role as an engaging and accessible learning resource but
also emphasizes the importance of allowing students the freedom to shape their
learning experiences. As technology continues to influence education, this thesis
lays the groundwork for further exploration of how innovative tools like Spotify
can be integrated into language learning. It underscores the importance of
acknowledging students' autonomy in using technology to enhance their education.
This research contributes to understanding the evolving dynamics of language
learning in the digital age.