Authentic ELF Videos: Engaging Students via L2 Speaker Content in Japan

Abstract

There is a growing shift in English language teaching that reflects English as a global lingua franca, moving away from standard native-speaker norms towards communication strategies, accommodation strategies and multilingualism in the classroom. Adopting methods and materials into courses that reflect the realities of English use around the world in the modern age is a challenge for educators. This study firstly examines the implementation of appropriate, authentic audio-visual ELF or L2 English materials in two university classes as homework assignments in Japan. It then analyses students’ reactions to the content in terms of their comprehension of the interactions, perceived pronunciation clarity, whether this affects student interest, and if there is any relationship to self-efficacy. Results suggest a strong link between pronunciation and comprehensibility, and comprehensibility and interest. Results for self-efficacy are less clear. Results suggest that educators should consider using more authentic L2 English content as listening activities in their courses.