This study investigated the effect of authentic songs on the speaking performance of Jordanian sixth-grade male students learning English as a foreign language (EFL), with particular emphasis on fluency, grammatical accuracy, and vocabulary accuracy. The study employed a quasi-experimental design during the first semester of the 2025-2026 academic year. Participants consisted of 65 sixth-grade male students from Al-Hashimyah Basic School for Boys, who were divided into an experimental group (n=33) and a control group (n=32). The experimental group received instruction through an eight-week authentic song-based instructional program integrated with the speaking activities of Units 2-4 from Jordan Team Together 6. In contrast, the control group was taught using the conventional instructional procedures outlined in the teacher's guide of the same textbook. Data were collected through a speaking pre-test and post-test designed to assess overall speaking performance as well as fluency, grammatical accuracy, and vocabulary accuracy. The findings revealed statistically significant differences in favor of the experimental group across all measured domains. Students exposed to authentic songs demonstrated higher levels of speaking proficiency, improved fluency, and greater grammatical and lexical accuracy compared to their counterparts in the control group. The study highlights the pedagogical value of authentic songs as an effective instructional resource for enhancing EFL speaking skills among young learners. It recommends that EFL teachers integrate authentic songs into classroom instruction to create engaging, communicative, and student-centered learning environments. The study also encourages curriculum designers to incorporate authentic song-based activities into language learning materials to promote active participation, learner autonomy, and reflective language practice.