The approaches to teaching language well have undergone major changes and heated debates in the field of second language acquisitions

2.2. Results and suggestions of use of video as on audio-visual material in ELT classroom.
Video is an invaluable educational tool that teachers often neglect to use or misuse. It is not uncommon for teacher to simply play a movie in class without challenging students or getting them involved. The most important thing is that you make your video lessons meaningful, fun, interesting for your students. If possible, your lessons should integrate listening, speaking, reading, and writing. I would also like to add culture as a fifth skill.
Video also helps to raise a learner`s pragmatic awareness, that is, the importance of context in deciding the speaker`s intention. Video can increase input through arousing student interest in English. Images may help aid understanding and learning of concepts that are difficult to explain verbally. This is especially true for lower level learners.
Video Dictogloss is great for applying the task-based approach. Students watch a video without sound, and in groups they create the dialog for the characters. The teacher can facilitate and then have students perform or read their script as the video clip plays. Students are then given the actual script and listen to the video with sound. Finally, review grammar and vocabulary blocks that students met during the task.
The videos are great but it would be nice to have something of a slightly higher level in terms of speaking speed and length and vocabulary.
There is the danger of using of video in the classroom. Video should be an assisting instrument to achieve desired teaching effect. However, it appears that sometimes teachers are too much dependent on multimedia devices, making them rather their slaves than playing the leading role in teaching. According to Patel, many teachers are proven to be active in multimedia teaching but lack proficiency to handle it contidently.⁶
Teachers become passive, and stand by the computer, while students` attention is drawn by the screen, therefore there is no eye contact between students and teachers.
But nowadays a lot of teachers use from video in their lessons. The biggest number of respondents 67% (20 participants) admitted using videos sometimes. 6% which constitutes two people out of thirty surveyed said to never teach a foreign language by showing some videos. Almost one third (27%) surveyed reported to often use it in the classroom.
In recent years, the use of video in English classes has grown rapidly as a result of the increasing emphasis on communicative techniques. Being a rich and valuable resource, video is well-liked by both students and teachers⁷. Students like it because video presentations are interesting, challenging, and stimulating to watch. Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situations. Another important factor for teachers that makes it more interesting and enjoyable is that it helps to promote comprehension. We know that deficiencies in vocabulary can make even a simple task very difficult for our students. Video makes meaning clearer by illustrating relationships in a way that is not possible with words, which proves a well-known saying that a picture is worth thousand words. Two minutes of video can provide an hour of classroom work, or it can be used to introduce a range of activity for five minutes. A ten-minute programme can be useful for more advanced students. Less advanced students may wish something much shorter because their limited command of the language also limits their attention span.
It is obvious that non-native speakers of a language rely more heavily on visual clues to support their understanding and there is no doubt that video is an obvious medium for helping learners to interpret the visual clues effectively. According to a research, language teachers like video because it motivates learners, brings the real world into the classroom, contextualizes language naturally and enables learners to experience authentic language in a controlled environment. Moreover, in this issue Arthur (1999) claims that video can give students realistic models to imitate for role-play; can increase awareness of other cultures by teaching appropriateness and suitability.
To reach successful and effective results with teaching language through video, the learners and the teachers should perform their tasks perfectly. Moreover they should be informed of the new methods and techniques in FLT. To do this, seminars can be organised. A group of teachers and experts should prepare video cassettes, which will enable the schools to obtain them easily. These cassettes should bemodern, interesting and in paralle with the syllabus. In a word, it can be concluded that the use of technology is nowadays inevitable in the classroom. When used appropriately, video is quite beneficial for learners and teachers as long as they are considered only as mere entertainment, but carefully chosen films can be a useful and extremely motivational teaching tool for both practicing listening skills and stimulating speaking and writing (Kate, 2002).⁸

How often fo you use videos?