The Efficacy of Broadcast Media for EFL Learning and Assessment: A Lesson from Speaking Authentic Assessment

Abstract

Speaking competence is a central yet challenging skill in English as a Foreign Language (EFL) learning because it requires learners to integrate pronunciation, accuracy, fluency, vocabulary, comprehension, and interaction in real communication. This study aims to examine the efficacy of broadcast media for EFL speaking learning and to analyze the issues that arise when broadcast media or videos are used as authentic speaking assessment tools. Employing a qualitative research design, this study involved 27 EFL learners who participated in speaking classes and 14 EFL teachers who had experience applying authentic speaking assessments. Data were collected through semi-structured interviews and classroom observations. The data were analyzed through data condensation, data display, and conclusion drawing. The findings reveal that broadcast media supports learners’ speaking development by providing authentic models of pronunciation, natural speech flow, contextual grammar use, topic-based vocabulary, and varied listening input. Broadcast media also helps learners connect listening comprehension with oral production through tasks such as summarizing, responding, discussing, and presenting. However, the use of broadcast media as an authentic assessment tool raises several challenges, including material suitability, fairness, scoring reliability, learner anxiety, rubric clarity, and technological infrastructure. The study concludes that broadcast media can enhance EFL speaking learning and assessment when supported by appropriate material selection, guided tasks, analytic rubrics, teacher feedback, and equitable access to technology. The findings imply that teachers should integrate broadcast media systematically to promote meaningful speaking practice and valid authentic assessment.