Using authentic videos to foster listening and English pronunciation in the third year of Primary Education

Abstract

Spanish legislation on education emphasizes the role of listening and pronunciation in the English classroom. That is why the present article aims to research whether students can improve both skills thanks to authentic videos. Therefore, an action plan was implemented with two classrooms in 3rd Primary: experimental and control group. Data was collected by means of a pre and post listening test, pre and post pronunciation exercises and a teacher diary. The treatment consisted of a series of six short videos necessary to solve the increasingly demanding post-viewing activities. Having suffered a setback, results reveal that the experimental group does not progress as much as the control one in terms of listening, but videos do have a positive effect on vowel articulation and pace.