Literature review

Student attitude and workload. Changing the method of learning may cause some students to respond negatively if they are uncertain of the purpose or view it as more work. Communicate the purpose and objectives of the videos so students see them as a useful resource and not an addition to their workload. Students are also likely to engage more actively with video materials that they perceive are directly connected with assessments and class activities.

RESULTS AND DISCUSSION .
Conclusion
This course work looks at using videos and internet as supplementary material in an EFL setting. It is hypothesized that video material can be used as authentic material input and as a motivational tool. In general, students find the experience of using video material to be interesting, relevant, beneficial and somewhat motivating in class. As a result, it may be suggested that both teachers and students can be involved in creative ways to incorporate different video materials in a variety of classroom activities to enhance learning outcomes and provide a positive classroom environment. However, using videos in class to motivate students to use websites as a medium to study English outside of class and develop some degree of learner autonomy remains less clear. While teacher guidance is recommended, it is important to allow students freedom to explore on their own and take the first steps toward a journey of learning English through videos. Video can help in promoting the language learners’ listening comprehension also.
The structure of language is in the form of ungrammatical features that are not similar to the written language, which can enhance learners’ comprehension as well as entertaining them. The connection between the classroom and real world encourage students to understand the relationship between learning and practicing. Video is widely accepted as more powerful and more comprehensible than other media for second and foreign language students.
References

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