A visual cue may be accompanied by a written cue to focus on a lexical item being furnished. Videos can make the task, situation or language more authentic. If video is to be used in the classroom to improve listening comprehension, it should be shown in segments and not as a whole. There is scant, if any, empirical evidence to indicate that videos shown in their entirety improve listening comprehension scores of nonnative speakers of English. In fact the constant visual stimuli may detract from the auditory component.
Videos allow teachers to ask both display and referential questions.
Video tasks should be multi-layered in order to exploit all information and elements contained in the aural and visual texts. Additionally, it is essential that video tasks and lessons be perceived by the language leaner as a challenging and requiring effort. Be sure that students are able to answer questions based solely upon what they see instead of what they hear. Otherwise it is possible to imply that practitioners are measuring their visual literacy and not their ability to comprehend aural input. Interactive language learning using video, CD ROM, and computers allow learners the ability to view and actively participate in lessons at their desired pace.