<![CDATA[This study looks at how students view tourist advertising movies as genuine resources, the advantages and difficulties they encountered, and their recommendations for classroom integration. Fifty English for Tourism students at Bosowa University in Gowa, South Sulawesi, participated in a mixed-methods sequential explanatory design. Three focus groups, semi-structured interviews, and a 25-item questionnaire based on the Technology Acceptance Model were used to gather data. Descriptive statistics, multiple regression, and Pearson correlation were used to evaluate quantitative data; reflexive thematic analysis was used to assess qualitative data. The results revealed a preponderance of favorable opinions. On a five-point scale, Attitude Toward Videos had the highest mean score of 4.28, while Perceived Usefulness received a mean score of 4.12. While technological access obstacles had a negative correlation with video acceptance (β = −0.38, p < 0.01), perceived usefulness had a substantial correlation with attitude toward videos (r = 0.72, p < 0.001). Three themes emerged from the qualitative analysis: curriculum optimization, scaffolded challenges, and transformative engagement. Although there were still pedagogical and technological issues, students appreciated the videos' realistic tourism contexts. According to the study's findings, promotional videos for travel are seen favorably as genuine resources for English for Tourism classes.]]>
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