This study examined Korean university students’ ability to distinguish between authentic and modified spoken English texts and their perceptions of each in relation to language learning and content appeal. A total of 125 students completed a questionnaire after listening tasks, assessing their perceptions in three domains: authenticity versus modification, language learning, and content appeal. Questionnaire responses were analyzed using descriptive statistics and independent samples t-tests. The results indicated that participants could distinguish between the two types of texts. Modified texts were rated significantly higher for clarity and fluency, whereas authentic texts were viewed as more reflective of natural speech, including features such as unclear pronunciation and hesitation. Pronunciation clarity, however, was not perceived to significantly influence listening comprehension or difficulty. Participants evaluated modified texts more favorably for supporting language learning, particularly in pronunciation, listening skill development, and content understanding. Both text types were considered similarly effective for comprehending real-life conversations. Regarding content appeal, modified texts were rated as more engaging, though no significant differences emerged in their usefulness for real-life application or new information. These findings highlight the pedagogical importance of using both authentic and modified texts to address diverse learner needs.

I. Introduction
II. Literature Review and Previous Studies
    1. Differences Between Authentic and Modified Texts
    2. Previous Studies
III. Research Design
    1. Research Questions
    2. Participants
    3. Data Collection
IV. Results and Discussion
    1. ‘Authentic vs Modified Input’ Scale
    2. ‘Language Learning’ Scale
    3. ‘Content Appeal’ Scale
V. Conclusion and Implications
References

• Miae Park(Dept. of English Education, Professor, Chuncheon National University of Education)