FOSTERING SPEAKING FLUENCY AND PRAGMATIC COMPETENCE WITH AUTHENTIC VIDEO MATERIALS IN EFL HIGHER EDUCATION

Speaking fluency and pragmatic competence are essential components of communicative ability in English as a Foreign Language (EFL) contexts. However, learners in higher education frequently struggle to achieve natural fluency and appropriate pragmatic use due to limited exposure to authentic input. This article examines how authentic video materials (AVMs)—including interviews, debates, talk shows, and social media content—can be systematically employed to foster speaking fluency and pragmatic competence in EFL classrooms. Drawing on theoretical frameworks such as Swain’s Output Hypothesis, Long’s Interaction Hypothesis, and sociocultural perspectives, the article integrates empirical findings with classroom practices. It demonstrates that AVMs provide learners with access to natural discourse markers, formulaic sequences, turn-taking devices, and politeness strategies, all of which are crucial for fluent and contextually appropriate communication. The paper presents evidence of fluency gains in speech rate, mean length of run, and reduced reliance on fillers, alongside pragmatic improvements such as hedging, alignment, and backchanneling. Practical task designs—role-plays, simulations, debates, and micro-transcription activities—are outlined to illustrate how AVMs can be transformed into speaking opportunities. The article concludes with pedagogical recommendations, implications for teacher training, and suggestions for future research.