This study explores the possibility of using musicals to teach English with instructional VCD for following practice, and investigates whether it helps social economically disadvantaged aboriginal students overcome their difficulties with English and enhance their learning motivation. A series of surveys and interviews were conducted to investigate the influence of this intervention. The results showed that about 90 per cent of responded students in the intervention group considered learning English through musical interesting and it helped them to be more confident in English. About 80 per cent of students indicated that they would actively practice English through ways such as imitating singers to sing an English song. About 60 per cent of students felt more comfortable speaking English loudly and were less afraid of talking to others in English. Further comparison show that there was a significant difference between students who participated (n = 39) and who didn 't participate (n= 15) in the English musical programme. Only about 60 per cent of those in the control group would actively learn English. Being unaware of the English musical programme, only half of the students considered learning English through acting interesting. The results of this exploratory study show musicals can provide the opportunity for the students to use language meaningfully and appropriately. The use of drama activities in second language learning helps the learners to be more imaginative, creative and less frustrated as they become more confident in the process of learning English as a second language.
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