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

Listening
In talking of note-taking skills I have already introduced the topic of listening. One of the major advantages of video in EFL is that it can present
to a learner A-V recordings of the academic situation he will be faced with in
his role as a student following a particular subject specialty.
Using video-taped lecturettes for extensive
listening and intensive analysis during which they focus attention on the organization of discourse, including markers of enumeration, exemplification, parenthesis, hesitation, digression, self-correction, and repetition;
the content of the lecturette; the students' notes as a reflection of its
content and its organization. They report that the addition of
the visual and non-verbal features of discourse made available through video
makes the lecturettes easier to understand than those recorded on audio tape
alone. This we would expect as by denying a learner access to the non-verbal
features of discourse we are removing a valuable aid to understanding which
is present in normal face-to-face interaction.
Speaking. Since a video recording is able to present authentic situations and show individuals interacting with each other, it might be thought that its main use
could be in developing oral skills. However, its use in practicing oral skills is
at the moment limited, since although video can present two-way communication, a viewer cannot practice interaction with screen characters. Video
participation as we have seen in the sections on note-taking and listening,
tends to take the form of non-reciprocal activity, whereas the essence of the
spoken mode is that it is a reciprocal social activity, which can be shown to
viewers but without their 'on-line' participation.
One should have an idea that too much audio-visual material used at one time can result in boredom. It is useful only if it is implemented effectively. Considering that each teaching learning situation varies, so it is important to know that all concepts may not be learned effectively through audiovisual. Most of the time the equipment like projector, speakers and headphone are bit costly hence some of school cannot afford it. It needs a lot of time for teacher to prepare lesson to have interactive classroom session. Also teacher's valuable time may be lost in gaining familiarity with new equipment. Some students may feel reluctant to ask questions while film is playing and in small rooms can be a physical barrier. In places where electricity is not available in rural areas, it is not feasible to use audio-visual aids that requires electricity. Studies have shown that the use of audio-visual aids in the classroom is greatly helpful for the students in developing an understanding of complex concepts. The use of these devices enables the students to grasp these concepts quickly and easily. Latest technological advancements present many options before the teachers to make their jobs easier. It is for this reason that teachers all over the world have started incorporating the use of audio-visual aids in their lesson plans.
One thing that the teachers should be careful about is that the use of audio-visual aids in the classroom should help them achieve their curriculum objectives. Relying too much on technology, or using it in a thoughtless manner, might actually make it difficult for them to achieve their intended learning outcomes. This is because used in this manner; these devices will act as a distraction.
It might also damage the valuable relationship between the teacher and students, doing more harm than good. Teachers should understand that audio-visual tools are there to assist them, not to take their place. Lets now discuss the role that audio-visual aids can play in the modern classroom.