In the contemporary context, English proficiency is a paramount skill, yet rural junior high school students in China grapple with challenges in speaking due to limited practice opportunities. This study investigates the efficacy of integrating English songs as an intervention to enhance speaking skills, particularly focusing on pronunciation and fluency. Employing a quasi-experimental approach, two classes were involved: a control class (7A) with 34 students and an experimental class (7B) with 32 students. Over a four-week period, the experimental group received English song-based intervention, while the control group adhered to traditional teaching methods. Pre-tests and post-tests, complemented by statistical analysis using SPSS software, revealed significantly higher mean scores for pronunciation and speaking fluency in the experimental class compared to the control class. The t-test results underscore a significant positive impact of English songs on improving speaking skills among rural junior high school students. This study establishes the value of incorporating English songs as a pedagogical tool, affirming its potential to address the unique challenges faced by rural students in acquiring essential English-speaking skills. Future studies incorporating qualitative research to deepen the understanding of the effectiveness of English songs in enhancing English speaking skills in diverse educational settings is recommended.