Abstract
Integrating technology in classroom has become one of the most discussed issues in language teaching environments since 1920s. Video, being one of the frequently used instruments, became widely available as a teaching resource in the 1970s and 1980s. Since then, the significance of using audio-visual materials in classroom has been emphasized by numerous researchers. Wright (1976), for example, stresses that many styles of visual presentation are useful to the language learner. The use of video is believed to be efficient since it illustrates visual examples to help develop understanding. It is seen as filling the gap between real life and school life. Particularly in EFL environments where students have relatively limited access to authentic materials, videos are considered as a shelter
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