Exploring Teachers’ and Learners’ Attitudes towards the Implementation of Authentic Videos in Oral Classes to Improve the Speaking Skill

Abstract

While the significance of technology in the English as a Foreign Language (EFL) classroom is well-established, with many researchers asserting that technology facilitates knowledge construction and skill development, authentic videos defined as real-life, unscripted videos created for purposes other than language learning emerge as particularly effective for enhancing oral skills. This study explores the attitudes of both teachers and students toward the use of authentic videos to improve speaking skills in EFL contexts, with the primary hypothesis positing that both EFL teachers and learners hold a positive attitude toward the integration of authentic videos in developing speaking skills. To investigate this, a mixed-methods approach was employed, incorporating both quantitative and qualitative data collection, with quantitative data gathered through a questionnaire designed to assess students' attitudes toward the use of authentic videos in oral classes and qualitative data obtained from interviews aimed at understanding teachers' perceptions of implementing these videos in their teaching. The findings indicate a generally positive perception among both teachers and students regarding the use of authentic videos in EFL classrooms, with teachers highlighting the importance of selecting videos that align with students' proficiency levels, and the study underscoring the value of authentic videos as a resource for language learning, noting their benefits in vocabulary expansion, pronunciation, and listening comprehension, while also contributing to making language learning more engaging and relevant, thereby enhancing student motivation to interact with the material and practice their language skills; future research should expand on these findings by exploring their applicability to a broader population through online studies.