INTEGRATING AUTHENTIC VIDEOS INTO SPEAKING INSTRUCTION FOR PSYCHOLOGY AND JOURNALISM STUDENTS

In modern foreign language education, developing students' motivation to speak is crucial, because communicative interaction fosters professional and ethical thinking.For psychology and journalism students, the ability to express ideas in English within a professional context forms part of their preparation for intercultural dialogue, research collaboration, and practical work with clients or audiences.In this context, instructional tools that combine realistic professional scenarios with structured speaking practice become particularly valuable.This article explores how integrating authentic professional videos into speaking instruction enhances motivation, emotional competence, and professional identity among psychology and journalism students.The study employed a qualitative classroom-based design over two academic semesters with six first-year groups (three in psychology and three in journalism).Each group participated in four to five discussion-based ESP sessions centered on authentic profession-related videos.The data, collected through observation, reflection sheets, and interviews, revealed a gradual reduction in speaking anxiety and a shift from scripted answers to spontaneous discussions.Students demonstrated increased empathy, critical reasoning, and ethical awareness, using English as a tool for authentic professional communication.Additional patterns indicate improved readiness to engage with complex, real-life communicative tasks that reflect the demands of their future professions.Журнал «Наукові інновації та передові технології» № 1(53) 2026 625The findings confirm that authentic video discussions effectively bridge language learning with emotional and professional development.The approach fosters self-expression, responsibility, and communicative confidence as key aspects of 21stcentury skills for humanitarian education.Future research should expand this model toward interdisciplinary digital formats and collaborative media-based learning for psychology, journalism, and pedagogy students, as well as examine the long-term impact on learners' professional communicative autonomy.