Thank you @Catherine21 and @jameshanlon for your posts.

    The first concern about teaching with video is probably the amount of time it would take to prepare the content and check that the sharing and publishing settings are in order.

    The biggest advantage in an EAP context is using video in a flipped classroom format. Having students watch and answer questions about the video in advance can save us a lot of valuable class time which could be used to shift our aims to higher-order thinking skills such as critical thinking in seminar discussions, synthesising the video content with other sources (e.g. articles); skills considered to be essential in any EAP course.

    One thing we should be mindful of, nonetheless, is the assumption that all learners would have equal access to a desktop and reliable internet connection creating as a result a digital divide between students. Another challenge is to ensure that all Ss complete the video tasks before lessons. Students who haven’t been exposed to flipped learning before could find it a struggle especially when the amount of work is unexpectedly too much and technically challenging.

    As you say, though, the auditory, visual and interactive nature of videos still appeals to a large number of students. Unlike traditional listening lessons, the engagement is student-led and student-paced, and the content is usually easy to navigate giving students more control in processing the input in a way that feels natural to them.