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The purpose of the study is to explore whether the use of pop songs can improve Korean EFL university students’ four language skills. In particular, this study focuses on its differential effects depending on students’ proficiency levels according to their proficiency test results. There were 144 participants divided into one experimental (n = 82) and one control (n = 62) groups at random. They were then divided into three proficiency levels: high, mid, and low. The high level group had a total of 47 participants, mid level group had 49, and low level had 48. During one academic semester, the experimental group joined the class with pop songs while the control group did not. Both groups took a TOEFL-based test which consisted of listening, speaking, reading, and writing sections. For data analysis, a two-way MANOVA was used. The findings revealed the significant main effects of proficiency and group for all four language skills. However, significant interaction effects of proficiency and group were observed for listening and speaking skills only. Pedagogical implications, limitations, and suggestions for the future study are provided at the end.
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