В статье рассматривается использование аутентичного видео в обучении иностранному языку и проблема когнитивной перегрузки. Обосновывается роль визуальных опор в оптимизации восприятия учебного материала. Предлагается поэтапная модель работы с видео, направленная на снижение когнитивной нагрузки и повышение эффективности обучения.

Ключевые слова: аутентичное видео, визуальные опоры, когнитивная нагрузка, обучение иностранному языку, видеоконтент.

In the context of globalization and rapid digital development, the study of English has ceased to be merely an academic task and has become a basic requirement for full participation in modern society. Today, language functions not only as a means of communication but also as a gateway to current knowledge and intercultural interaction. Despite its high relevance, traditional teaching approaches require adaptation to the needs of the new generation and the pace of contemporary development.

Conventional methods are often focused on text-based work and memorization of lexical units outside of a meaningful communicative context. The main issue is that in real life language does not exist in isolation — it is always closely connected with visual context, emotions, and non-verbal cues. The absence of these elements in the learning process creates a gap between theory and practice, making it difficult for learners to move from memorizing words to actively using them in speech. Therefore, there is a clear need to search for new didactic solutions that can make the process of foreign language learning more natural, visually supported, and aligned with current educational demands.

Effective foreign language learning is based on an understanding of how the human brain processes incoming information. A key concept in this regard is cognitive load theory, which is grounded in the limited capacity of human working memory. As one of the founders of this theory, J. Sweller, states, working memory can simultaneously hold and process only a small number of new elements, typically between two and seven [1]. When the amount of incoming information exceeds this limit, cognitive overload occurs, which significantly hinders the learning process.

In the context of foreign language education, the load on memory increases significantly, as learners need to simultaneously recognize the sound form of a word, connect it with its meaning, and maintain the sentence context. To address this issue, researchers refer to A. Paivio’s dual coding theory. According to this theory, human cognition is based on two separate but interconnected systems: the verbal system (responsible for processing linguistic information) and the non-verbal or visual system (responsible for images and spatial representations) [2]. As E. A. Ivanova notes, the use of dual coding principles makes it possible to distribute cognitive load between these two channels, which significantly improves the retention of foreign language vocabulary [3]. When verbal input is supported by a corresponding visual image, more stable associations are formed in the learner’s mind. D. V. Fedotova also emphasizes that visual images function as a psycholinguistic mechanism that facilitates comprehension processes and shifts part of the meaning-making load to the visual channel [4]. Thus, the integration of visual supports into the learning process is not merely an illustration, but a necessary tool for optimizing learners’ cognitive effort.

The search for new didactic solutions becomes particularly relevant in the context of teaching representatives of Generation Alpha (children born after 2010). As O. A. Smirnova notes, this is the first generation for which digital technologies represent a natural environment from birth [5]. One of the key cognitive characteristics of these learners is the so-called “clip thinking” — the ability to quickly perceive short, vivid fragments of information. It should be noted that this generation demonstrates a reduced ability to maintain prolonged concentration on monotonous textual content.

Generation Alpha learners are also characterized by a form of multitasking, which, however, makes them more vulnerable to cognitive overload in traditional educational settings. When students are accustomed to dynamic visual input, the absence of visual support in English language lessons can lead to rapid fatigue and loss of motivation. Therefore, teaching this group requires a shift toward multimodality. The limited capacity of working memory also calls for more visually rich and familiar formats, such as video content.

In foreign language teaching methodology, authentic video materials are understood as video recordings originally created by native speakers for native speakers, rather than for instructional purposes [6]. From a cognitive perspective, the value of such materials lies in their high information density and natural context. Unlike instructional videos, where speech is often slowed down and artificially simplified, authentic content allows learners to observe real-life examples of communication.

In order to optimize the learning process and prevent cognitive overload, it is important to classify video materials according to their genre and structural features. A. M. Prikhodko emphasizes the importance of selecting materials that are interesting to students and appropriate to their age characteristics, which is a key factor in maintaining attention [7].

In modern foreign language teaching methodology, several approaches to the classification of video materials can be found. For instance, I. A. Shcherbakova proposes a systematisation of video materials based on different criteria, including the purpose of creation, genre affiliation, the number of topics covered, didactic function, degree of completion, and conditions of use [8]. Within the present study, special attention is given to genre-based classification, as different types of authentic video content have unequal educational potential and affect the process of foreign language comprehension in different ways.

The most common types of authentic video content include feature films and animated films, documentary and popular science materials, news reports, as well as short-form digital videos. A special place in contemporary educational practice is occupied by short videos from social media platforms and vlogs, which correspond to the media consumption habits of modern learners. Their brief format allows for the use of rich linguistic input without excessively increasing the duration of exposure, making such resources convenient for integration into the learning process.

Despite the high potential of authentic video, its effectiveness largely depends on a methodologically well-structured organization of its use. The use of authentic video materials in foreign language teaching presupposes a systematically organized, step-by-step approach to working with video content. As O. A. Yefanova notes in her research, a systematic approach to video-based learning contributes to more effective acquisition of learning material and enhances learners’ cognitive activity while simultaneously reducing the risk of cognitive overload [8]. In this context, a three-stage model of working with video materials becomes particularly important, including pre-viewing, while-viewing, and post-viewing stages.

The pre-viewing stage is aimed at preparing learners for the perception of video material and reducing initial comprehension difficulties. At this stage, the teacher introduces key lexical units, grammatical structures, and culturally specific references necessary for successful understanding of the content. In addition, it is effective to use tasks that activate prior knowledge and encourage prediction of the video content. Such tasks may include:

— creating mind maps based on the main topic of the video

— working with word clouds to predict possible content

— analysing selected still frames or screenshots followed by discussion of the anticipated storyline.

These activities help learners develop preliminary meaning-making frameworks and direct their attention to the key aspects of the video material.

The while-viewing stage focuses on managing the perception process and controlling the cognitive load. For this purpose, different viewing modes are recommended depending on the learning objective:

1. The initial viewing is usually aimed at understanding the general idea of the video, and students may be asked to choose the most appropriate title, identify the main topic, or determine key thematic segments.
2. The second or focused viewing is used to extract specific information, analyse language features, and gain a more detailed understanding of the content. At this stage, effective tasks include:

— gap-filling exercises based on the script

— completing information tables, answering guiding questions

— using the “pause-frame” technique, which involves predicting the next event or completing a character’s utterance.

Segmenting the video into logically complete parts also plays an important role, as step-by-step presentation of information reduces the load on working memory and facilitates the processing of audiovisual input.

The post-viewing stage is aimed at checking comprehension, consolidating the acquired material, and transferring it into productive language use. At this stage, tasks focus on reprocessing the content and integrating it into active speech practice. These may include:

— retelling the video content with the support of a visual plan or key frames

— conducting discussions on the issues raised in the video

— making a social-media post

— role-playing activities or organising a “press conference” with the characters

Such an approach not only allows for checking the depth of understanding but also supports the transfer of recently acquired material into learners’ active communicative repertoire.

Thus, a step-by-step organization of work with authentic video serves as an important tool for managing cognitive load and enables the educational potential of video materials to be realized without overloading learners with excessive information.

Overall, the analysis allows us to conclude that the use of authentic video content in English language teaching has significant didactic potential, as it provides learners with access to natural examples of foreign language speech, supports the development of sociocultural awareness, and forms a more realistic understanding of how language functions in real communication. At the same time, the high information density of authentic video materials may create a considerable cognitive load, especially for learners with a lower level of language proficiency and for representatives of Generation Alpha, who have specific patterns of information processing.

In this regard, the effective use of authentic video is possible only when it is methodically well integrated into the teaching process. The use of visual supports and a staged approach to working with video materials helps to optimise the distribution of cognitive load, facilitate the perception of audiovisual information, and improve the effectiveness of language acquisition. In particular, it is important to apply visual support at all stages of video-based learning, from pre-viewing preparation to post-viewing reflection and productive language use.

References:

1. Sweller, J. Cognitive load theory, learning difficulty, and instructional design / J. Sweller // Learning and Instruction. — 1994. — Vol. 4. — P. 295–312.
2. Paivio, A. Mental Representations: A Dual Coding Approach / A. Paivio. — Oxford, England: Oxford University Press, 1986.
3. Иванова Е. А. Двойное кодирование и когнитивная нагрузка при обучении иностранному языку в неязыковом вузе //Проблемы современного образования. — 2025. — №. 3. — С. 239–250.
4. Федотова Д. В. Психолингвистические механизмы повышения понимания иностранного языка посредством визуальных образов //Вестник науки. — 2025. — Т. 4. — №. 11 (92). — С. 730–737.
5. Smirnova, O. A. Digital natives: Cognitive features of Generation Alpha / O. A. Smirnova // Educational Review. — 2024.
6. Ревина, Е. В. Использование аутентичных видеоматериалов в обучении иностранному языку / Е. В. Ревина // Молодой ученый. — 2015. — № 15.2 (95.2). — С. 18–21.
7. Приходько, А. М. Особенность использования аутентичных видеоматериалов на уроках английского языка / А. М. Приходько // International Journal of Humanities and Natural Sciences. — 2020. — Vol. 12–2 (51). — Pp. 221–225
8. Ефанова О. А. Развитие иноязычной коммуникативной компетенции студентов неязыковых направлений подготовки с использованием аутентичных видеоматериалов // Ученые записки ОГУ. Серия: Гуманитарные и социальные науки. 2023. № 4 (101). URL: https://cyberleninka.ru/article/n/razvitie-inoyazychnoy-kommunikativnoy-kompetentsii-studentov-neyazykovyh-napravleniy-podgotovki-s-ispolzovaniem-autentichnyh (дата обращения: 01.05.2026).