There are endless arguments for the use of videos in an English class. The most important one is motivation (Keddie, 2014; Szaszkó, 2018; Stempleski & Tomalin, 1990), its ability to engage both students and teachers. A well-chosen video might lead to engaging tasks (Szaszkó, 2018) and is likely to make the whole learning experience more memorable. A video text can be a tool for the learners to witness authentic exchanges, different communicative situations and to “transcend physical boundaries” while sitting in the classroom (Cogill, 1999, as cited in Dal, 2010, p. 3), thus linking the classroom with the world. Secondly, it facilitates language output, as it has the capacity to provide a stimulus for language production, a springboard for speaking or writing activities. With the help of videos, some of the learners’ skills can be easily developed; these include listening, reading, speaking, critical thinking, creativity, and visual literacy (Keddie, 2014, Szaszkó, 2018; Stempleski & Tomalin, 1990). The content also plays an important role in an educational context and there is not a single topic that would be beyond the reach of online video. In the context of global competence development, it is the teacher’s responsibility to find suitable videos addressing local, global, and intercultural issues (Szaszkó, 2018). Finally, videos can provide models not only for language production but also for the students’ tasks (Keddie, 2014). One can easily conclude that the use of video in the classroom creates a learning environment that is beneficial for the students.