USING VIDEOS IN THE CLASSROOM IN TEACHING FOREIGN LANGUAGES

The integration of video materials in foreign language classrooms has become increasingly significant in contemporary education due to technological advancements and the growing emphasis on communicative competence. This article investigates the pedagogical effectiveness of using videos in teaching foreign languages, focusing on their impact on learners’ motivation, listening comprehension, speaking skills, vocabulary acquisition, and intercultural competence. The study is based on a mixed-method research design conducted with intermediate-level learners over a twelve-week instructional period. Data were collected through pre-tests, post-tests, questionnaires, classroom observations, and semi-structured interviews. The findings demonstrate that video-based instruction significantly enhances learner engagement, contextual understanding, and communicative performance compared to traditional text-based instruction. Videos provide authentic language input, visual context, and cultural exposure, which support multimodal learning and reduce language anxiety. The results also reveal that students exposed to regular video-based activities show greater improvement in listening and speaking proficiency. The study concludes that systematic and pedagogically guided use of videos in foreign language classrooms contributes to effective language acquisition and supports learner-centered teaching approaches. Practical recommendations for teachers and implications for curriculum development are also discussed.