The Role of Authentic Audiovisual Materials in Enhancing ESL Learning Outcomes: A Systematic Review (2016–2024)

The Role of Authentic Audiovisual Materials in Enhancing ESL Learning Outcomes: A Systematic Review (2016–2024)

Nurul Izzati Mohd Amin Azhari., Harwati Hashim

Faculty of Education, Universiti Kebangsaan Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0379

Received: 01 July 2025; Accepted: 04 July 2025; Published: 04 August 2025

ABSTRACT

This systematic review investigates the influence of authentic audiovisual materials (AAMs) on English as a Second Language (ESL) learning outcomes, synthesizing research published between 2016 and 2024. Drawing on 30 peer-reviewed empirical studies retrieved from Scopus, ERIC, and Google Scholar, and structured through the PRISMA framework, the review provides a comprehensive overview of how AAMs affect various dimensions of second language acquisition. The analysis reveals that AAMs play a pivotal role in enhancing learners’ listening comprehension, primarily by immersing them in naturalistic language use, diverse accents, and spontaneous speech patterns. In addition to auditory gains, learners benefit from improved vocabulary acquisition as they engage with lexicon embedded in real-world contexts. Furthermore, the inclusion of culturally rich content contributes to the development of intercultural competence and fosters positive attitudes toward language learning. AAMs also support learner motivation by promoting engagement and autonomy, particularly when learners are given the agency to select content aligned with their interests. Despite these advantages, the review identifies persistent challenges such as inconsistent content quality, digital inequity, and a lack of pedagogical guidance in implementing AAMs effectively. Educators are encouraged to integrate AAMs with pre-, while-, and post-viewing tasks to maximize learning outcomes. The findings underscore the pedagogical potential of AAMs in modern ESL classrooms and advocate for longitudinal studies exploring their sustained impact. Future research should also examine the role of adaptive learning technologies and personalization strategies to optimize the integration of AAMs across varied instructional settings.

Keywords: authentic materials, audiovisual input, ESL learning, systematic review, technology-enhanced language learning

INTRODUCTION

In an era marked by globalization and rapid technological advancement, English as a Second Language (ESL) education has increasingly shifted toward leveraging authentic materials to bridge the gap between classroom instruction and real-life communication. Traditional language teaching tools, such as textbook dialogues and scripted recordings, often lack the spontaneity, cultural richness, and linguistic diversity inherent in natural discourse (Richards, 2015). This limitation has catalyzed a growing interest in authentic audiovisual materials (AAMs) resources created for native speakers that include films, podcasts, news broadcasts, and social media videos. These materials expose learners to unscripted language, diverse regional accents, and rich sociocultural contexts, thus fostering critical skills for effective communication in multicultural settings (Sydorenko et al., 2019). Platforms such as YouTube and streaming services have further democratized access to such content, making it a cornerstone of modern ESL pedagogy. Learners engaging with AAMs demonstrate improved listening comprehension, vocabulary retention, and intercultural awareness compared to those relying on traditional resources (Kohnke, 2021).

AAMs are broadly defined as unedited, real-world resources created for purposes other than language teaching, such as entertainment, information sharing, or social interaction (Hafner, Chik, & Jones, 2015). Examples include films and TV shows that provide exposure to colloquial expressions, cultural norms, and idiomatic language; podcasts and interviews showcasing spontaneous speech and varied accents; and social media platforms offering engaging, learner-relevant short-form videos like TikToks or YouTube Shorts. Unlike conventional scripted teaching materials, these resources reflect the dynamic and unpredictable nature of real-life communication, preparing learners for authentic interactions beyond the classroom (Sydorenko et al., 2019). Furthermore, their multimodal nature blending auditory, visual, and contextual cues aligns with the Cognitive Theory of Multimedia Learning (Mayer, 2024), which emphasizes the enhanced comprehension and retention that occur when information is presented through multiple modalities. New advancements such as AI-powered subtitle tools and personalized video recommendations may further enhance AAMs by adjusting content to suit learners’ progress and interests.

The theoretical basis for using AAMs in ESL education is supported by two key frameworks. The Cognitive Theory of Multimedia Learning (CTML) posits that learners can process and retain information more effectively when it is presented through dual coding, such as spoken language paired with visuals. Authentic videos reduce cognitive load by contextualizing language through accompanying gestures, scenes, and visual settings, allowing learners to decode meaning more effectively (Mayer, 2024). Similarly, Authentic Learning Theory underscores the importance of real-world resources and tasks in fostering meaningful learning experiences. AAMs simulate real-life communication scenarios, providing learners with opportunities to engage in context-rich language practice that mirrors the demands of genuine interactions (Herrington & Oliver, 2000)

Empirical evidence supports the multifaceted benefits of incorporating AAMs into ESL instruction. Studies have shown that these resources significantly enhance listening comprehension by exposing learners to natural speech patterns, rapid dialogue, and diverse accents, which improve their ability to decode unstructured language (Kohnke, 2021). They also aid vocabulary acquisition by embedding new words within visual and situational contexts, allowing learners to infer meanings and retain discipline-specific or colloquial terms more effectively (Sydorenko et al., 2019). Moreover, audiovisual materials foster cultural competence by portraying social norms, humor, and intercultural nuances, which are critical for effective communication in globalized contexts (Byram, 2021). Additionally, learners report higher motivation and autonomy when engaging with authentic content that aligns with their personal interests, such as TED Talks or YouTube tutorials ((Hafner, Chik, & Jones, 2015).

Despite these advantages, the integration of AAMs into ESL classrooms is not without challenges. Linguistic and content variability can make it difficult to align materials with learners’ proficiency levels, potentially leading to frustration or cognitive overload (Richards, 2015). Limited access to technology and digital literacy in low-resource settings further complicates the equitable use of audiovisual materials in education (Kukulska-Hulme, 2020). Additionally, the absence of adequate pedagogical scaffolding—such as previewing vocabulary lists, guided comprehension tasks, or post-viewing reflective discussions—can hinder learners from fully extracting linguistic and cultural insights from these resources (Sydorenko et al., 2019).

However, while the benefits of AAMs are well-documented, several limitations in existing research remain unaddressed. Many prior studies are short-term in scope, focusing on immediate learning outcomes without investigating the sustained impact of AAMs on long-term language development. This narrow temporal lens limits our understanding of whether such materials contribute to enduring gains in language proficiency. Additionally, while the proliferation of platforms like YouTube has been acknowledged, the role of algorithm-driven content exposure, personalized learning, and AI-enhanced features (e.g., adaptive subtitles) remains underexplored (Shadiev & Yu, 2022). Furthermore, most existing literature is centered on learners in urban or Western contexts, often overlooking how AAMs function in underrepresented, resource-constrained, or non-Western educational settings—contexts where technological access, cultural familiarity, and pedagogical practices may differ significantly (Byram, 2021).

This review seeks to fill these gaps by synthesizing recent empirical studies (2016–2024) and addressing three critical needs: (1) a more nuanced understanding of how AAMs impact key ESL outcomes like listening comprehension, vocabulary acquisition, and cultural competence; (2) an exploration of the pedagogical strategies that mediate these effects in diverse classroom contexts; and (3) a forward-looking analysis of how innovations in technology and equity-based considerations can shape future implementation.

To this end, this review aims to answer two key research questions:

How do AAMs impact listening comprehension, vocabulary acquisition, and cultural competence in ESL learning?

What challenges and pedagogical strategies are associated with integrating AAMs into ESL classrooms?

By consolidating fragmented findings and contextualizing them within evolving educational and technological landscapes, this study makes a unique contribution to the field. It not only offers practical insights for educators but also highlights emerging areas of inquiry, including AI-enhanced content delivery and equitable access to authentic resources in underserved contexts.

METHODOLOGY

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed in this study to ensure a rigorous, transparent, and replicable review process. PRISMA comprises four sequential stages: identification, screening, eligibility, and inclusion. These stages are visually represented in Figure 1. The PRISMA framework was selected for its comprehensiveness and adaptability, making it ideal for synthesizing empirical research on the role of authentic audiovisual materials (AAMs) in English as a Second Language (ESL) learning outcomes. The implementation of PRISMA in this study involved the following key phases, detailed below.

Figure 1. PRISMA systematic review adapted from The PRISMA 2020 statement: an updated guideline for reporting systematic reviews.

Identification

To capture a wide range of relevant literature, a comprehensive search strategy was adopted using a combination of keywords and Boolean operators (e.g., AND, OR). The search targeted peer-reviewed studies focusing on “authentic audiovisual material,” “listening comprehension,” and “vocabulary retention” in ESL/EFL contexts.

Three major databases—Scopus, ERIC, and Google Scholar—were selected for this review. Scopus and ERIC were included due to their well-established indexing of high-quality education and language acquisition research. Google Scholar was also included despite its broad and less-filtered scope because it offers access to a wide range of academic literature, including studies from less mainstream journals and regional publications that may not be indexed in traditional databases. This inclusion helped ensure a more comprehensive and inclusive dataset, especially for emerging or underrepresented research areas such as ESL learning in non-Western or technologically constrained contexts.

To manage the breadth of Google Scholar and maintain quality, only the first 160 results sorted by relevance were reviewed, a standard cut-off in systematic reviews using this platform.

Screening

The screening phase applied strict inclusion and exclusion criteria to filter relevant studies and ensure methodological robustness. Only peer-reviewed journal articles published between 2016 and 2024 were considered. Studies were included if they examined the impact of AAMs—such as films, podcasts, news broadcasts, or YouTube videos—on ESL or EFL learners, specifically focusing on skills such as listening comprehension, vocabulary acquisition, pronunciation accuracy, or cultural competence.

To enhance reliability, each study was assessed for methodological quality. This included examining sample size adequacy, clarity of research design (e.g., experimental, quasi-experimental, mixed methods), and alignment between research objectives and findings. Studies lacking a clear methodological framework, or those with anecdotal evidence or poorly defined variables, were excluded during the screening process.

Inclusion

After applying the above criteria, 30 studies were ultimately selected for inclusion. The final pool consisted of articles derived from 160 results in Google Scholar, 3 from ERIC, and 6 from Scopus.

The majority of the selected studies examined the impact of YouTube and other AAMs on enhancing ESL learners’ listening comprehension and vocabulary acquisition. A smaller subset addressed pronunciation and cultural competence. Most studies used experimental or mixed-method designs and primarily involved secondary or tertiary-level ESL/EFL learners, reflecting a growing pedagogical interest in integrating real-world multimedia into language education. The selected studies represent a diverse range of geographical contexts, contributing to the generalizability of the findings.

RESULTS

The systematic review of 30 peer-reviewed studies revealed that authentic audiovisual materials (AAMs) have a multifaceted and predominantly positive impact on ESL learning, particularly in the areas of listening comprehension, vocabulary acquisition, and cultural competence.

Listening comprehension emerged as the most consistently enhanced skill. Multimodal inputs—where audio and visual cues work in tandem were repeatedly shown to support understanding by reducing cognitive load and aiding speech segmentation. For instance, Karjo, Winiharti, and Arsyad (2022) found that learners performed better on video-based listening tests compared to audio-only formats. Other studies (e.g., Lo, 2024; Vanderplank & Teng, 2024) demonstrated that the use of captioned and dual-subtitled videos enhanced learners’ ability to process and comprehend spoken language, particularly when materials were viewed repeatedly. Technological innovations like VR and AI-based platforms (e.g., Lyricstraining, as discussed by Erazo et al., 2024) further extended access to immersive and engaging listening experiences.

In terms of vocabulary acquisition, the results highlighted the effectiveness of AAMs in reinforcing word retention and contextual usage. Captioned and subtitled videos consistently supported vocabulary development by visually linking spoken and written forms. Suárez and Gesa (2019) reported a 20% improvement in vocabulary retention when learners used captioned videos aligned with textbook content. Other studies emphasized the benefit of repetition and context-rich materials, such as TED Talks (Nguyen & Boers, 2019) and mobile video clips (Lewis & Datzman, 2020), in promoting long-term lexical retention. Subtitling mode was also found to influence outcomes: L2 subtitles improved word recognition and retention (Galimberti & Miralpeix, 2018), while reverse subtitling helped learners with pronunciation (Van der Kolk & Feijóo Antolin, 2024).

With regard to cultural competence, AAMs offered learners valuable exposure to real-life sociolinguistic contexts. Studies such as Fujita (2019) and Aisyah Mustofa & Setiawan (2022) demonstrated that TV dramas and Netflix series increased learners’ familiarity with idiomatic expressions, cultural practices, and native-like pronunciation. Longitudinal findings from Alghonaim (2019) revealed that long-term exposure to English-language cartoons contributed to near-native accent development. Moreover, project-based tasks like dubbing or analyzing vertical videos (Elejalde, 2024) were found to actively engage students in cultural narratives, fostering both linguistic and intercultural fluency.

DISCUSSION

The analysis of findings across the 30 studies confirms that AAMs, particularly YouTube and other video-based materials, significantly support the development of listening comprehension and vocabulary in ESL learners. The immersive, authentic nature of AAMs allows learners to engage with real-world speech patterns, accents, and cultural references that traditional classroom materials often lack. For example, learners in multiple studies (Abdulrahman, Basalama, & Widodo, 2018; Asiri, 2022; Kim, 2015) consistently outperformed peers on listening tasks when exposed to authentic video content.

Vocabulary development similarly benefitted from exposure to rich, contextualized language. Learners acquired new vocabulary incidentally, particularly when content included repeated or thematically consistent language, as shown in the works of Arndt & Woore (2018) and Bensalem (2020). Captioning played a critical role in reinforcing vocabulary knowledge and promoting recognition of written word forms, especially when paired with intentional instructional support (Lin & Lin, 2019; Ongoro & Fanjiang, 2023). Though less emphasized in the literature, cultural awareness also improved when learners interacted with media reflecting diverse perspectives and authentic societal contexts (Danyang, Hafner and Miller, 2021; Pasaribu, Salmiah, Sulistyaningrum, & Napitupulu, 2023).

However, the review also identified mixed results and key challenges. Some studies (e.g., Galimberti & Miralpeix, 2018; Van der Kolk & Feijóo, 2024) noted that the effectiveness of subtitles varied depending on learners’ proficiency levels and the type of subtitle used. L2 subtitles, while beneficial for vocabulary, did not always improve comprehension. L1 subtitles sometimes confuse learners by distracting from target language input. Similarly, cultural content, although generally beneficial, could be problematic in conservative or unfamiliar educational contexts. Hussain, Khan, and Yousafzai (2022) reported that certain audiovisual materials were culturally inappropriate or difficult to relate to for learners in underprivileged regions of Karachi.

Other practical barriers included technological limitations such as inconsistent internet access and lack of devices in resource-poor settings (Kyaw & Hlaing, 2020). Teachers also faced challenges in selecting age-appropriate, level-suitable content and integrating media into time-constrained curricula (Putri, Affini & Wahyuni, 2023). Limited teacher training in media literacy and instructional design further hindered effective use of AAMs (Ali & Razali, 2019).

To address the aforementioned challenges, the reviewed studies advanced several pedagogical strategies, though their effectiveness appeared contingent on context-specific implementation and learner variables. Structured lesson planning using pre-, while-, and post-viewing activities was a common approach (Shi, Chan, Wu, & Cheung, 2024) yet their success depended largely on the clarity of learning objectives and the cognitive demands of the tasks. While such structuring can enhance focus and retention, it risks becoming formulaic or superficial if not thoughtfully aligned with learners’ developmental needs. Similarly, flipped classroom models were praised for optimizing classroom time by shifting content engagement to the home environment (Danyang, Hafner and Miller, 2021); however, these strategies presuppose reliable access to technology and a degree of learner autonomy that may not be present in all educational contexts.

The practice of tailoring subtitles and audiovisual content to learner proficiency levels (e.g., Gesa & Miralpeix, 2022) was generally effective in improving comprehension and lexical uptake. Yet, the diversity within proficiency bands raises questions about the scalability of such approaches, particularly in mixed-ability classrooms. Moreover, while subtitled content may scaffold input, over-reliance on visual or written cues could inhibit the development of bottom-up listening skills if not complemented by form-focused activities.

Collaborative and project-based learning methods—such as dubbing videos or providing peer feedback (Elejalde, 2024; Talaván et al., 2022)—were shown to foster engagement, intercultural competence, and learner agency. However, these methods also demand significant planning, classroom management skills, and a supportive learning culture to function effectively. Without careful facilitation, such activities may result in uneven participation or superficial engagement with the language content. Thus, while these strategies hold strong pedagogical promise, their success depends on teachers’ ability to adapt them meaningfully to learners’ needs, technological contexts, and instructional constraints.

From a practical standpoint, educators are encouraged to curate AAMs carefully to ensure cultural appropriateness and level suitability. Not all audiovisual content is equally relevant or appropriate for every learner demographic. Teachers must critically evaluate materials for themes, language complexity, pacing, and sociocultural references that align with learners’ linguistic proficiency and cultural sensitivities. For example, content that includes idiomatic expressions, humor, or culturally loaded imagery may confuse or alienate learners if not properly introduced. Thoughtful selection ensures that learners can both relate to and benefit from the material, maximizing engagement and comprehension.

Another key recommendation is to integrate subtitles strategically, choosing between L2 (target language), L1 (native language), or no subtitles based on instructional goals and student needs. Research indicates that L2 subtitles enhance word recognition and spelling, while reverse subtitles can aid in pronunciation and form-meaning mapping. However, L1 subtitles may hinder listening development by diverting attention from spoken input. Therefore, educators must assess learners’ proficiency levels and adjust subtitle modes accordingly, perhaps even scaffolding from L1 to L2 subtitles over time to gradually increase exposure and learner independence.

Teachers should also embed AAMs within structured lesson plans that incorporate pre-viewing, while-viewing, and post-viewing activities. These structured approaches can guide learner focus, activate prior knowledge, and reinforce comprehension through tasks such as prediction, note-taking, vocabulary mapping, and discussion. Scaffolding techniques such as glossaries, guiding questions, and summary tasks enable learners to build understanding incrementally. Reflection activities, like learner journals or peer discussions, further consolidate knowledge and promote metacognitive awareness of language learning processes.

In addition to training and planning support, it would be highly beneficial to develop explicit guidelines or frameworks that help educators evaluate and choose high-quality AAMs. Such guidelines could include criteria for assessing cultural relevance, language level, audio-visual clarity, and appropriateness for specific learning goals.

Furthermore, to bridge the digital divide, technical solutions tailored for low-technology classrooms should be explored. These may include downloadable video content, mobile applications with offline capabilities, or low-cost projectors with preloaded materials. Addressing these two areas material selection guidance and digital access solutions would enhance the practical implementation of AAMs, especially in underserved or under-resourced educational contexts.

The use of accessible and user-friendly platforms like YouTube, Nearpod, and Lyricstraining can support both synchronous and asynchronous learning environments. These tools offer personalized, interactive experiences that cater to diverse learning styles. Platforms that allow content sharing, progress tracking, and customization empower learners to explore language at their own pace. In contexts with limited access to traditional classroom resources, such technologies help democratize language education and provide continuity in blended or remote learning models.

Although tools like Lyricstraining show how AI can support language learning, more research is needed to understand how personalized features like adaptive subtitles or content that changes based on progress affect learning outcomes over time. These tools can adjust to each learner’s needs but haven’t been fully explored in ESL settings.

At the same time, issues of limited access to technology should be addressed more directly. Using solutions like offline learning platforms, mobile apps that work without the internet, or low-cost devices could help learners in areas where technology is not always reliable. These options should be part of future studies to ensure that AAMs can benefit all students, not just those in urban or well-equipped schools.

Another gap found in this review is the lack of practical teaching support. While many researchers recommend pre-, while-, and post-viewing tasks, few provide step-by-step materials that teachers can use right away. To improve classroom practice, there should be more focus on creating simple and adaptable lesson guides that help teachers of different experience levels bring AAMs into their classrooms effectively.

Finally, to maximize the effectiveness of AAMs, there is a pressing need to offer professional development for teachers in the areas of digital media integration and culturally responsive pedagogy. Many educators lack formal training in how to incorporate AAMs meaningfully into their instruction. Workshops, collaborative planning sessions, and peer-sharing platforms can provide teachers with the tools and confidence to select appropriate materials, design effective activities, and respond to learners’ cultural and linguistic needs. Teacher empowerment in this domain ensures sustainable and innovative use of AAMs in the long term. To further support educators, especially those new to technology-enhanced instruction, there is a clear need for step-by-step pedagogical manuals and scaffolding toolkits. These guides should provide structured examples of pre-, while-, and post-viewing activities that are easy to adapt across various learner levels. By offering concrete lesson templates, vocabulary planners, comprehension tasks, and reflection prompts, such resources would empower novice teachers to use AAMs with greater confidence and effectiveness.

In summary, while the majority of studies reviewed affirm the substantial benefits of AAMs in enhancing ESL learners’ listening comprehension, vocabulary acquisition, and cultural competence, their true value lies in how they are implemented. AAMs are not a one-size-fits-all solution; their impact depends on careful alignment with learner profiles, thoughtful instructional design, and ongoing teacher support. When leveraged strategically, AAMs transform passive language exposure into dynamic, culturally rich learning experiences. As global classrooms grow increasingly diverse and digitally connected, AAMs stand out not merely as supplementary tools, but as essential components of modern, equitable, and engaging language education.

CONCLUSION

This review highlights the wide-ranging benefits of authentic audiovisual materials (AAMs) in supporting ESL learning, especially in areas like listening, vocabulary, and cultural understanding. These materials offer learners exposure to real-life language use and promote motivation through content that feels relevant and engaging. When paired with effective teaching methods such as planned viewing activities, appropriate subtitling, and collaborative classroom projects, AAMs can turn passive watching into meaningful learning.

Beyond summarizing the advantages, this review also brings attention to real-world challenges, including the lack of access to digital tools, difficulties in finding suitable content, and limited teacher training. To address these gaps, future research should focus on long-term studies to better understand how AAMs impact language skills over time.

More studies should also explore the use of artificial intelligence in language learning such as personalized subtitles and smart content suggestions to better match materials with learners’ needs. Additionally, including research from rural, underserved, or underrepresented regions would give a more complete picture of how AAMs work in different settings.

There is also a need to develop clear guidelines to help teachers choose quality AAMs that match their learners’ language level and cultural context. Improving access for schools with limited technology through offline apps, downloadable videos, or portable media can help bridge the digital divide. Finally, providing teachers with simple teaching guides and ready-made lesson plans that include scaffolding activities will help new educators apply AAMs with more confidence and success.

REFERENCES

1. Abbas, I. (2018). The power of video materials in EFL classrooms from the perspectives of teachers and students. Journal of Applied Linguistics and Language Research, 5(5), 161-181. http://jallr.com/index.php/JALLR/article/download/913/pdf913
2. Abdulrahman, T., Basalama, N., & Widodo, M. R. (2018). The Impact of Podcasts on EFL Students’ Listening Comprehension. International Journal of Language Education, 2(2), 23-33.
3. Aisyah, M., Mustofa, A., & Setiawan, S. (2022). The Influence of NetFlix Series on English Teachers’ Language Maintenance. English Education Journal, 12(4), 673-682. https://doi.org/10.15294/eej.v12i4.65604
4. Alghonaim, A. S. (2020). Impact of watching cartoons on pronunciation of a child in an EFL setting: A comparative study with problematic sounds of EFL learners. Arab World English Journal, 11(1), 52-68. https://doi.org/10.24093/awej/vol11no1.5
5. Ali, A. M., & Razali, A. B. (2019). A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners. English Language Teaching, 12(6), 94-111. https://doi.org/10.5539/elt.v12n6p94
6. Ali, A. M. (2019). Cognitive and metacognitive reading strategies in ESL classrooms. English Language Teaching, 12(6), 94-111. Retrieved from Google Scholar
   Arndt, H., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning & Technology, 22(3), 124-142. http://hdl.handle.net/10125/44660
7. Asiri, A. A. (2022). The Effectiveness of the Participatory Reading Strategy in Teaching Language Skills to Develop Reading Comprehension Skills. Journal of Arts and Humanities, 11(09), 40-50.
8. Bensalem, E. (2020) Foreign Language Reading Anxiety in the Saudi Tertiary EFL Context. Reading in a Foreign Language, 32, 65-82. http://hdl.handle.net/10125/67374
9. Byram, M. (2021). Teaching and assessing intercultural communicative competence: revisited (2nd edition). Multilingual Matters. http://www.degruyter.com/isbn/9781800410251
10. Chamba, M., & Gavilanes, C. (2019). Authentic audio-visual material in the development of oral fluency in university intermediate English students. Revista de Lingüística Aplicada, 15(2), 199-223. https://www.researchgate.net/publication/335739447
11. Chamba, M. H., & Gavilanes, C. G. (2019). Authentic audio-visual material in the development of oral fluency in university intermediate English students. Literatura y Linguistica, (39), 199–223. https://www.academia.edu/65755903
12. Chan, W. (2021). Structured lesson planning for ESL learners: A pedagogical approach. Journal of Language Teaching, 16(3), 78-95.
    Danilina, S., & Shabunina, V. (2020). Intentional vs incidental ESP vocabulary acquisition by political science students. Advanced Education, 16, 18-27. https://doi.org/10.20535/2410-8286.200729
13. Danyang, Z., Hafner, C. A., and Miller, L. (2021). English in the Disciplines: A Multidimensional Model for ESP Course Design. Applied Linguistics, 42(2), 370–37., https://doi.org/10.1093/applin/amy067
14. Díaz, D. G., Aristega, J. M., Moreno, M. B., & Chong, M. D. (2024). The impact of bottom-up strategies and social media to improve listening skills in English students: A case study. Revista INVECOM, 4(1), 1-16. https://biblat.unam.mx/es/revista/revista-invecom/articulo/the-impact-of-bottom-up-strategies-and-social-media-to-improve-listening-skills-in-english-students-a-study-case
15. Elejalde, A. (2024). Didactic intralingual dubbing of vertical videos for EFL learners: A didactic proposal. Journal of English Teaching, 10(2), 197-211. https://doi.org/10.33541/jet.v10i2.5769
16. Erazo, B. G. Q., Cuello, A. K. J., Jiménez, M. L. C., & Pérez, S. L. A. (2024). Artificial Intelligence as a digital tool to improve Listening Skills in English as Foreign Language. Sinergias Educativas, 9(3). https://doi.org/10.37954/se.v9i3.459
17. Fujita, R. (2019). How do TV-drama-based materials affect the listening abilities of EFL learners with different proficiency levels? ATEM Journal, 24, 17-30. https://www.jstage.jst.go.jp/article/atemnew/24/0/24_17/_pdf
18. Galimberti, V., & Miralpeix, I. (2018). Multimodal input for Italian beginner learners of English: Le sfide dell’internazionalizzazione. In C. M. Coonan, A. Bier, & E. Ballarin (Eds.), La didattica delle lingue nel nuovo millennio (pp. 615-626). Edizioni Ca’ Foscari. https://doi.org/10.30687/978-88-6969-227-7/036
19. Gesa, F., & Miralpeix, I. (2022). Effects of watching subtitled TV series on foreign language vocabulary learning: Does learners’ proficiency level matter? In Foreign Language Learning in the Digital Age (pp. 15-30). Routledge. https://doi.org/10.4324/9781003032083-14
20. Gesa, F., & Miralpeix, I. (2023). Extensive viewing and L2 vocabulary learning: Two studies in EFL classes with children and adolescents. Universitat de Barcelona. https://diposit.ub.edu/dspace/bitstream/2445/218541/1/260645.pdf
21. Hafner, C. A., Chik, A., & Jones, R. H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. Retrieved from http://llt.msu.edu/issues/october2015/commentary.pdf
22. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/10.1007/BF02319856
23. Hussain, I., Khan, M. A., & Yousafzai, R. A. (2022). The impact of authentic materials in developing listening and speaking skills of ESL secondary-level learners in Karachi, Pakistan. Pakistan Journal of Educational Research, 5(3), 1-18.
24. Karjo, C. H., Winiharti, M., & Arsyad, S. (2022). Video or audio listening tests for English language teaching context: Which is more effective for classroom use? JOALL (Journal of Applied Linguistics and Literature, 7(1), 149-166. https://doi.org/10.33369/joall.v7i1.19920
25. Kim, H. S. (2015). Using authentic videos to improve EFL students’ listening comprehension. International journal of contents, 11(4), 15-24. https://doi.org/10.5392/ijoc.2015.11.4.015
26. Kohnke, L. (2021). Professional development and ICT: English language teachers’ voices. Online Learning, 25(2), 36-53. https://doi.org/10.24059/olj.v25i2.2228
27. Kukulska-Hulme, A. (2020). Mobile and personal learning for newcomers to a city. Electronic Journal of Foreign Language Teaching, 17(1), 93-103.
28. Kyaw, M. Z., & Hlaing, Y. Y. (2020). Using technology in improving the English listening skills of the fourth-year students at the University of Information Technology, Yangon. Academia.edu. https://www.academia.edu/68643268
29. Lewis, D. R., & Datzman, B. (2020). The effects of a mobile-based multisensory approach to vocabulary learning in a Japanese EFL context. TESOL International Journal, 15(6), 4-32. https://eric.ed.gov/?id=EJ1329751
30. Lin, J. J., & Lin, H. (2019). Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis. Computer Assisted Language Learning, 32(8), 878–919. https://doi.org/10.1080/09588221.2018.1541359
    Lo, S. (2024). Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy. ReCALL, 36(2), 152-167. https://doi.org/10.1017/S0958344024000053
31. Majuddin, E., Siyanova-Chanturia, A., & Boers, F. (2021). Incidental acquisition of multiword expressions through audiovisual input: The role of repetition and typographic enhancement. Studies in Second Language Acquisition, 43(5), 985-1008. https://doi.org/10.1017/S0272263121000036
32. Mayer, R., E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
33. Nguyen, C. D., & Boers, F. (2019). The effect of content retelling on vocabulary uptake from a TED Talk. TESOL Quarterly, 53(1), 5-29. https://doi.org/10.1002/tesq.485
34. Ongoro, C. A., & Fanjiang, Y. Y. (2023). Digital game-based technology for English language learning in preschools and primary schools: A systematic analysis. IEEE Transactions on Learning Technologies, 17, 202-228. https://doi.org/10.1109/TLT.2023.3268282
35. Öztürk, H. A., Karayiğit, G., & Artuk, S. (2022). Authentic BBC cartoon in primary school EFL classroom: An action research study. ELT Research Journal, 11(2), 91-113. https://dergipark.org.tr/tr/download/article-file/2298636
36. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. In The BMJ (Vol. 372). BMJ Publishing Group. https://doi.org/10.1136/bmj.n71
37. Pasaribu, G. R., Salmiah, M., Sulistyaningrum, S. D., & Napitupulu, F. D. (2023). Teaching English by Using YouTube in SMP IT Al-Afkari Deliserdang. Journal of Educational Review and Cultural Studies, 1(2), 60-72. https://doi.org/10.61540/jercs.v1i2.42
38. Promsing, W., Chumpavan, S., & Chaya, W. (2017). The effect of using English movie clips to enhance the listening ability of Thai university students. Proceedings of the 31st International Academic Conference, London, 181–198. https://doi.org/10.20472/IAC.2017.031.040
39. Putri, S. N., Affini, L. N., & Wahyuni, S. (2023). USING ESL PODCAST TO IMPROVE STUDENTS LISTENING COMPREHENSION: A CASE STUDY OF THE ELEVENTH GRADE . Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 9(04), 808 – 820. https://doi.org/10.36989/didaktik.v9i04.1613
40. Richards, J. C. (2015). Key Issues in Language Teaching Cambridge Bookshelf EBook. Germany: Cambridge University Press.
41. Shadiev, R., & Yu, J. (2022). Review of research on computer-assisted language learning with a focus on intercultural education. Computer Assisted Language Learning, 37(4), 841–871. https://doi.org/10.1080/095882Shadiev, R., & Yu, J. (2022)2022.2056616
42. Shi, H., Chan, K., Wu, W. & Cheung, L. (2024). Enhancing students’ L2 writing skills online: a case study of an introductory English literature course for ESL students. Journal of China Computer-Assisted Language Learning, 4(1), 143-167. https://doi.org/10.1515/jccall-2023-0033
    Suárez, M. del M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: Do proficiency and aptitude make a difference? The Language Learning Journal, 47(4), 497-517. https://doi.org/10.1080/09571736.2019.1617768
43. Suárez, M. del M., & Gesa, F. (2020). Integrating foreign language vocabulary research into the curriculum: Extensive video viewing in the university classroom. In L. McCallum (Ed.), English language teaching: Theory, research, and pedagogy (pp. 219-234). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2152-0_13
44. Sydorenko, T., Hellermann, J., Thorne, S.L. and Howe, V. (2019). Mobile Augmented Reality and Language-Related Episodes. TESOL Q, 53(3) 712-740. https://doi.org/10.1002/tesq.507
45. Talaván, N., Lertola, J., & Moreno, A. I. (2022). Audio description and subtitling for the deaf and hard of hearing: Media accessibility in foreign language learning. Translation and Translanguaging in Multilingual Contexts, 8(1), 1-29. https://doi.org/10.1075/ttmc.00082.tal
46. Utari, A. N., & Nurviyani, V. (2019). The implementation of video in teaching listening. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 6(1), 1–7. https://doi.org/10.35194/jj.v6i1.302
47. Van der Kolk, J., & Feijóo Antolín, S. (2024). Incidental vocabulary recognition effects of subtitled, captioned, and reverse subtitled audiovisual input. Revista de Lingüística y Lenguas Aplicadas, 19, 218-230. https://doi.org/10.4995/rlyla.2024.18056
48. Vanderplank, R., & Teng, M. F. (2024). Intentional vocabulary learning through captioned viewing: Comparing Vanderplank’s ‘cognitive-affective model’ with Gesa and Miralpeix. In Theory and Practice in Vocabulary Research in Digital Environments (pp. 15-38). Routledge. https://doi.org/10.4324/9781003367543-3
49. Widodo, H. P., & Rozak, R. R. (2016). Engaging student teachers in collaborative and reflective online video-assisted extensive listening in an Indonesian initial teacher education (ITE) context. Electronic Journal of Foreign Language Teaching, 13(2), 229-244.
50. Zarei, A. A., & Parhizkari, P. (2017). The relationship between media literacy and listening comprehension among Iranian intermediate EFL learners. Bulletin de la Société Royale des Sciences de Liège, 86(special edition), 891-907. https://www.academia.edu/32580490