This study aimed to investigate the role of songs in improving the third graders’ English vocabulary from the teacher's perspectives. It also aimed to examine the role of gender, qualification and experience in the role of songs in improving the third graders’ English vocabulary from the teacher's perspectives. To achieve these aims, the researcher used a 20-item questionnaire and then distributed it amongst the sample of the study which was chosen randomly and it consisted of 9 male and 11 female teachers who teach English for the 3rd grade in Jenin city during the first semester of the scholastic year 2016-2017. In collecting and analyzing the data necessary for the study, the researcher used different statistical procedures such as means, frequencies, standard deviation and T-test for the independent sample. Findings showed that the teachers skip some activities related to using songs to teach vocabulary. Also, the teachers don't pay attention to songs which are included in the curriculum. Therefore, the researcher recommended the following: Intensive reference to songs in teaching, and concentrate on training teachers on better teaching of songs.
Key words: songs, improving students’ vocabulary, teachers' perspectives.