USING AUTHENTIC VIDEO CONTENT TO FOSTER LINGUACULTURAL COMPETENCE AT THE BASIC STAGE OF SECONDARY SCHOOL

Abstract

This study explores the effectiveness of using authentic video materials to enhance listening comprehension and cultural awareness among students at the basic stage of secondary school. As many learners struggle with fast speech, unfamiliar vocabulary, and culturally embedded references, authentic videos offer both valuable learning opportunities and notable challenges. Data were collected through a structured survey and follow-up interviews to gain insight into students’ perceptions and experiences. The findings indicate that while students encounter various difficulties - such as rapid or unclear speech, idiomatic expressions, and culturally specific jokes - authentic videos significantly contribute to improving their understanding of real-life communication. Participants reported increased motivation, richer vocabulary development, and better recognition of natural speech patterns and gestures. Many students also noted that working with authentic materials made them feel more connected to real English-speaking environments, making the learning process more engaging and meaningful. Overall, the study suggests that integrating authentic videos into the EFL classroom can be highly beneficial when accompanied by appropriate scaffolding and pre-teaching strategies. The paper provides recommendations for effective implementation to support diverse learners.