Mariana Shevchenko TEACHING ENGLISH WITH AUTHENTIC VIDEOS: PEDAGOGICAL BENEFITS, CHALLENGES, LEGAL CONSIDERATIONS

(2025) Science and education, 2, 104-112. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2025-2-14

Mariana Shevchenko, 
Lecturer at the Department of English for Engineering 1, 
National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, 
37, Beresteiskyi Ave, Kyiv, Ukraine,
ORCID ID: https://orcid.org/0000-0002-5881-0263

TEACHING ENGLISH WITH AUTHENTIC VIDEOS: PEDAGOGICAL BENEFITS, CHALLENGES, LEGAL CONSIDERATIONS

SUMMARY:

Modern global cooperation necessitates highly proficient engineers, particularly in electrical, power, and environmental engineering, who can effectively communicate in English as the international lingua franca. This growing demand has led to a significant shift in language instruction at technical universities. English for Specific Purposes (ESP) is evolving to meet real-world communication needs, including dynamic spoken interaction. This article addresses the relevance of teaching English with authentic videos as a notable pedagogical approach in higher education, specifically within technical universities. The research aims to analyse the pedagogical benefits, practical challenges, and legal considerations associated with integrating authentic videos into ESP curricula for engineering students. Employing a qualitative approach, the study involved a comprehensive thematic and analytical review of academic databases for peer-reviewed studies on authentic materials, multimedia learning, and ESP methodology, alongside official copyright guidelines. Key findings reveal that authentic videos, defined as real-life, unaltered content for native speakers, significantly enhance language acquisition by aligning with Mayer’s Cognitive Theory of Multimedia Learning, fostering dual coding and integrated mental models. They demonstrably improve all four language skills, expand technical vocabulary, boost communicative competence and confidence, and cultivate cultural awareness and sociolinguistic skills. Furthermore, authentic videos are highly effective in increasing student motivation and engagement while reducing anxiety. However, challenges such as content difficulty, time-consuming preparation, balancing engagement with educational value, student barriers, methodological gaps, and critical copyright considerations persist. Legal compliance under “fair use” and “fair dealing” is crucial, requiring adherence to strict guidelines regarding educational purpose, transformative use, amount, market effect, and restricted access. This study provides a comprehensive analysis to guide the effective and legally compliant integration of authentic videos, enriching the educational landscape for future engineers.

KEYWORDS:

teaching, English, educational process, authentic video, movie, multimedia learning, engineering student, technical university, copyright, fair use, fair dealing

FULL TEXT:

 

REFERENCES:
 
  1. Alhazmi K. The effect of multimedia on vocabulary learning and retention. World Journal of English Language. 2024. Vol. 14, No. 6. P. 390–399. DOI: https://doi.org/10.5430/ wjel.v14n6p390
  2. Baharudin S. N., Zulkiflei K., Yunus M. M. Using multimedia to promote students’ learning and understanding of English literature in secondary school. International Journal of Academic Research in Business and Social Sciences. 2019. Vol. 9, No. 2. P. 106–114. DOI: https://doi.org/ 10.6007/IJARBSS/V9-I2/5525
  3. Bajrami L., Ismaili M. The role of video materials in EFL classrooms. Procedia – Social and Behavioral Sciences. 2016. Vol. 232. P. 502–506. DOI: https://doi.org/10.1016/ j.sbspro.2016.10.068
  4. Gilmore A. Authentic materials and authenticity in foreign language learning. Language Teaching. 2007. Vol. 40, No. 2. P. 97–118. DOI: https://doi.org/10.1017/ S0261444807004144
  5. Hwang W.-Y., Manabe K., Huang T.-H. Collaborative guessing game for EFL learning with kinesthetic recognition. Thinking Skills and Creativity. 2023. Vol. 48, 101297. DOI: https://doi.org/10.1016/j.tsc.2023.101297
  6. Intellectual Property Office (UK). Exceptions to copyright: Education and teaching. GOV.UK. URL: https://www.gov.uk/guidance/exceptions-to-copyright (accessed: 30 June 2025)
  7. Labinska B., Matiichuk K., Morarash H. Enhancing learners’ communicative skills through audio-visual means. Revista Romaneasca pentru Educatie Multidimensionala. 2020. Vol. 12, No. 2. P. 220–236. DOI: https://doi.org/ 10.18662/rrem/12.2/275
  8. Mayer R. E. The past, present, and future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review. 2024. Vol. 36. P. 1–25. DOI: https://doi.org/ 10.1007/s10648-023-09842-1
  9. Noetel M., Griffith S., Delaney O. et al. Video improves learning in higher education: A systematic review. Review of Educational Research. 2021. Vol. 91, No. 2. P. 204–236. DOI: https://doi.org/10.3102/0034654321990713
  10. Omar F. R., Razı Ö. Impact of instruction based on movie and TV series clips on EFL learners’ pragmatic competence: Speech acts in focus. Frontiers in Psychology. 2022. Vol. 13. P. 1–14. DOI: https://doi.org/10.3389/ fpsyg.2022.974757
  11. Pavithra K., Gandhimathi S. N. S. A systematic review of empirical studies incorporating English movies as pedagogic aids in English language classroom. Frontiers in Education. 2024. Vol. 9. P. 1–15. DOI: https://doi.org/ 10.3389/feduc.2024.1383977
  12. Polat M., Erişti B. The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English. International Journal of Contemporary Educational Research. 2019. Vol. 6, No. 1. P. 135–154. DOI: https://doi.org/10.33200/ijcer.567863
  13. Rohollahzadeh Ebadi M. Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge. Computer Assisted Language Learning. 2023. P. 1–25. DOI: https://doi.org/10.1080/09588 221.2023.2271530
  14. Saienko N., Shevchenko M. Authentic videos in teaching English to engineering students at universities. International Journal of Learning, Teaching and Educational Research. 2020. Vol. 19, No. 8. P. 350–370. DOI: https://doi.org/ 10.26803/ijlter.19.8.19
  15. Shevchenko M. V. Communicative approach to teaching English at technical universities. Advanced Education. 2015. No. 3. P. 101–107. DOI: https://doi.org/ 10.20535/2410-8286.44302
  16. Shevchenko M. V. The role of authentic videos in teaching English at technical universities. Advanced Education. 2015. No. 4. P. 66–70. DOI: https://doi.org/10.20535/2410-8286.57306
  17. Shevchenko M. V. Multimedia as an ESP teaching aid at technical universities. ScienceRise: Pedagogical Education. 2017. Vol. 4, No. 12. P. 4–8. DOI: https://doi.org/10.15587/2519-4984.2017.100042
  18. Shevchenko M. Analysis of the influence of authentic English videos on technical students’ memorization and subsequent recall of the English lexis. Science and Education a New Dimension. Pedagogy and Psychology. 2018. Vol. VI (65), No. 155. P. 49–53. DOI: https://doi.org/10.31174/SEND-PP2018-155VI65-11
  19. Shevchenko M. Analysis of authentic videos as study-enhancing aids in English for Specific Purposes lessons at technical universities. Молодий вчений. 2019. Vol. 3, No. 67. P. 66–70. DOI: https://doi.org/10.32839/2304-5809/2019-3-67-66
  20. Shevchenko M. Study of authentic videos as stress-limiting aids in ESP and EFL lessons. Інноваційна педагогіка. 2019. Vol. 11. P. 51–55. URL: http://www.innovpedagogy.od.ua/archives/2019/11/part_3/13.pdf
  21. Sukrutrit P. Upgrading English public speaking skills in Thai EFL students through imitating TED Talks videos. LEARN Journal: Language Education and Acquisition Research Network. 2025. Vol. 18, No. 1. P. 673–699. DOI: https://doi.org/10.70730/NNOL4216
  22. Teng M. F. The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching. 2022. Vol. 17, No. 3. P. 738–754. DOI: https://doi.org/10.1080/17501229.2022.2131791
  23. Torregrosa Benavent G., Sánchez-Reyes Peñamaría S. Use of authentic materials in the ESP classroom. Encuentro. 2011. Vol. 20. P. 89–94. URL: https://erevistas.publicaciones.uah.es/ojs/index.php/encuentro/issue/view/154/94
  24. Wang S., Lee C. I. Multimedia gloss presentation: Learners’ preference and the effects on EFL vocabulary learning and reading comprehension. Frontiers in Psychology. 2021. Vol. 11. P. 1–15. DOI: https://doi.org/10.3389/fpsyg.2020.602520
  25. Weyers J. The effect of authentic video on communicative competence. The Modern Language Journal. 1999. Vol. 83, No. 3. P. 339–349. DOI: https://doi.org/10.1111/0026-7902.00026
  26. Widiati S. W. Video-based cultural literacy to support intercultural competence in Japanese language classes. Chi’e: Journal of Japanese Learning and Teaching. 2023. Vol. 11, No. 1. P. 58–66. DOI: https://doi.org/10.15294/chie.v11i1.65334
  27. Yawiloeng R. Second language vocabulary learning from viewing video in an EFL classroom. English Language Teaching. 2020. Vol. 13, No. 7. P. 76–87. DOI: https://doi.org/10.5539/elt.v13n7p76
  28. Zabitgil Gülseren Ö., Araz S. Impact of using authentic videos on foreign language vocabulary learning. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi. 2024. No. Ö14. P. 1179–1198. DOI: https://doi.org/10.29000/rumelide.1455170
         

       
   
   
         

 

©2025 Університет Ушинського. Всі права захищені, мабуть.