Using authentic audio-visual material in early language classes has become commonplace, but little prior empirical research has been published regarding why this pedagogical technique is effective for some students, and not others. This study examines the process of engagement and transportation of beginning foreign language learners into an authentic, Spanish language narrative-based music video. A structural equation model is developed that ties various elements such as belief consistency, cognitive difficulty, and affective disposition to the process of narrative engagement. The study then examines how a student’s engagement and transportation into the music video’s narrative impacts that student’s language learning, thematic comprehension, and entertainment – three commonly cited objectives of using authentic audio-visual material. Evidence is provided to indicate that the degree of engagement and transportation into the narrative-based video influences students’ language learning, thematic comprehension and entertainment.
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