Abstract
This research explores the impact of cognitive techniques on high school students’ perceptions of authentic audiovisual content, in addition to how these strategies help students overcome language barriers. Leveraging recent literature in cognitive load theory, multimodal learning, and second language acquisition, this study recommends a structured three-stage instruction to support learners’ processing of unadapted audiovisual inputs, such as YouTube videos and TED Talks. In 2024, the study involved a longitudinal quasi-experimental design involving control and experimental groups. The intervention was based on pre-listening preparation, guided multimodal processing, and post-listening reflection, with these interventions being designed to decrease cognitive load, increase strategic engagement, and foster understanding. Results on quantitative measures of pre- and post-test results indicated a statistically significant 43% improved listening comprehension within the experimental group, as compared to minimal gains in the control group. The results show that organized cognitive support has a big effect on learners’ processing ability to comprehend genuine spoken language in inference and context-related tasks. This study informs theory in practice into an instructional model and in turn provides the empirical evidence for effectiveness. This research findings shows that it is critical to match the cognitive aspects of teaching to cognitive mechanisms to enhance listening outcomes in the contexts of secondary education. The novelty of the study lies in the integration of cognitive load regulation, multimodal processing, and metacognitive reflection into a single instructional framework for authentic listening practice. The proposed model is particularly relevant for high school students, whose listening difficulties are often connected not only with language proficiency but also with limited strategies for managing complex audiovisual input. The findings may be used by English teachers to design more effective listening activities based on authentic digital resources and to support learners’ confidence in real-life communicative contexts.
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