ENHANCING LISTENING COMPREHENSION THROUGH AUTHENTIC VIDEO MATERIALS IN EFL HIGHER EDUCATION

Listening comprehension is widely recognized as one of the most challenging skills for English as a Foreign Language (EFL) learners in higher education. Traditional audio recordings often fail to represent the complexity and variability of real-world communication, leaving students underprepared for authentic interactions. This article explores the impact of authentic video materials (AVMs)—including documentaries, TED Talks, interviews, news clips, and vlogs—on enhancing EFL learners’ listening comprehension. Drawing on theoretical frameworks such as Krashen’s Input Hypothesis, Schmidt’s Noticing Hypothesis, and Vandergrift’s metacognitive model of listening, the study integrates research evidence with pedagogical practice. The paper outlines practical implementation strategies, including pre-, while-, and post-viewing tasks, subtitling regimes, and micro-transcription activities, and discusses their measurable outcomes in listening micro-skills such as inference-making, segmentation, and discourse comprehension. Results from previous studies, combined with classroom evidence, indicate that AVMs significantly improve learners’ ability to process authentic speech, recognize reduced forms, and interpret pragmatic cues. The article concludes with recommendations for integrating AVMs into higher education curricula, emphasizing accessibility, equity, and teacher training.