افاق للعلوم
Volume 11, Numéro 2, Pages 408-426
2026-03-12

Authentic Audiovisual Input And Perceived Speaking Skills Among Efl Learners: Case Of Second Year Efl Students, Batna2 University



Authors : Bouras Amira . Hellalet Souhila .

Abstract

This study investigates how authentic audiovisual (AAV) materials, particularly TED Talks and YouTube videos, contribute to second-year EFL students’ perceived speaking development at Batna2 University. To obtain the required data, 130 second-year students completed a questionnaire that measured three constructs, including the profiled AAV engagement, instructional use in-class vs. homework, and perceived gains across five speaking dimensions, in addition to Semi-structured interviews with seven teachers, who explored classroom practices, constraints, and conditions for effectiveness. The findings indicate positive student perceptions of AAV input, as evidenced by higher engagement with AAV content. It is also reported that the strongest perceived gains were in confidence/anxiety reduction and pronunciation/intonation awareness, while perceived gains in fluency were comparatively lower. At the same time, Teachers' views converged on one key condition: AAV materials are perceived as most beneficial when viewing is systematically linked to structured speaking tasks and supported by pedagogical scaffolding.

Keywords

Authentic audio-visual input ; TED Talks ; YouTube ; perceived speaking development ; EFL Learners ; Pedagogical scaffolding

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