Abstract:
This study reports the benefits of authentic aids on students’ oral fluency. 96 surveys were applied to know whether teachers use authentic materials or not, and 31 voice recordings to identify the oral fluency level. 22 students of the third English level (CEFR-A2) were chosen randomly: 15 participants for the experimental group, and 7 for the control group. The experimental group received authentic resources while the control group received input from a textbook and abridged material. To measure the oral skill improvement, the number of words, pauses, and vocal fillers were counted considering vocabulary and accuracy. The post-tests reported significant oral fluency improvement.