Авторські навчальні медіа на уроці англійської мови

This article examines the potential of teacher-created media – specifically photos and videos reflecting learners’ real-life environments – as tools to enhance English language instruction in secondary schools. Grounded in constructivist and humanistic educational theories, the study argues that personalized visual materials strengthen cognitive connections, facilitate emotional engagement, and enhance learners’ motivation. When visual input resonates with students' lived experiences, it becomes more than illustrative, it turns into a cognitive and affective bridge between abstract language and concrete context. Drawing on practical classroom examples, the article demonstrates how teacher-made videos and photos support vocabulary development, introduce grammar in meaningful situations, and scaffold communicative skills through emotionally resonant, experience-based interaction. Students are more likely to engage when they see familiar people, places, or events reflected in the classroom materials. A learner survey conducted at the end of the academic year revealed that activities based on teacher-created media were not only highly rated in terms of enjoyment, but also showed the strongest positive correlation with students’ overall motivation to learn English. The findings suggest that, while time-consuming to prepare, such materials can personalize instruction, increase learner agency, and deepen understanding. Teacher-created media thus emerge as a valuable addition to mainstream coursebooks, enriching the classroom experience both linguistically and emotionally.