This study examined the effect of using authentic videos on Iranian EFL learners' prosodic ability. To this end, the researcher selected 40 Iranian intermediate students and randomly assigned them in two equal groups; one experimental group and one control group. A pre-test was administered to both groups to make sure that they are homogeneous. Then, the control group was taught prosodic aspects of language using a traditional approach while the experimental group was taught through using authentic videos. The whole treatment lasted 12 sessions of 70 minutes. At the end of the study a post-test was administrated and the scores obtained from two groups were compared using paired samples and independent samples t-tests. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05) on the post-test. In other words, teaching through authentic videos showed to have a significant impact on improving learners' prosodic ability. Implications of the study suggest that using authentic videos could be more effective than other techniques in teaching prosodic aspects of language to intermediate EFL learners.