Authentic Audio Input in EFL Listening Pedagogy: Enhancing Learners’ Comprehension and Engagement

Abstract

Listening comprehension is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in contexts where classroom instruction relies heavily on scripted and simplified listening materials. Such materials often fail to represent the complexity and spontaneity of real-world spoken communication. This study investigates the role of authentic audio materials, including podcasts, interviews, and real-life conversations, in enhancing EFL students’ listening comprehension and learning engagement. Using a descriptive quantitative approach, data were collected from university students through a Likert scale questionnaire supported by classroom observations. The findings indicate that consistent exposure to authentic audio input increases learners’ motivation and helps them develop greater sensitivity to natural pronunciation, accent variation, and contextual meaning in spoken discourse. Students also reported improved ability to interpret real communicative messages and greater willingness to practice listening beyond the classroom environment. However, challenges such as fast speech and unfamiliar vocabulary remain significant barriers for some learners, suggesting the importance of instructional scaffolding. Overall, the study highlights that integrating authentic audio input into listening pedagogy can effectively bridge the gap between classroom instruction and real-world communication while promoting learner autonomy and engagement in EFL listening development.