Spanish legislation on education emphasizes the role of listening and pronunciation
in the English classroom. That is why the present article aims to research whether students
can improve both skills thanks to authentic videos. Therefore, an action plan was
implemented with two classrooms in 3rd Primary: experimental and control group. Data was
collected by means of a pre and post listening test, pre and post pronunciation exercises and
a teacher diary. The treatment consisted of a series of six short videos necessary to solve the
increasingly demanding post-viewing activities. Having suffered a setback, results reveal that
the experimental group does not progress as much as the control one in terms of listening, but videos do have a positive effect on vowel articulation and pace.Grado en Educación Primari
