Telling Rural Stories Well: A Study on the Impact of Short Video-Based Teaching in College English Audio-Visual and Speaking Courses on Students’ Oral Proficiency

This study examines the impact of integrating rural stories into short video-based college English audio-visual and speaking courses on students’ oral proficiency. Using 386 non-English major students from Northwest Minzu University, a five-dimensional model (content, methods, motivation, autonomous learning, and technical support) was analyzed via Pearson correlation and multiple linear regression. Results show all dimensions correlate significantly positively with oral proficiency (p<0.01). Learning motivation (β=0.270, p<0.001) is the strongest driver, as rural story interest boosts learning initiative. Short video content (β=0.219, p<0.001) and interactive methods (β=0.182, p=0.004) provide foundational linguistic input and situational practice, while autonomous learning (β=0.152, p=0.017) reinforces after-class skills. Technical support showed no significant impact (β=0.098, p=0.158) due to adequate baseline conditions. Proposed strategies include diversifying video content, innovating interactive teaching, enhancing motivation and autonomy, and optimizing technical support. The study offers empirical evidence for improving oral proficiency and intercultural competence through rural story-based short video teaching.