Abstract:

The objective of the article is to explore and distinguish various interactive videos for teaching foreign languages (particularly English and Chinese) to university students, to examine the significance of such interactive tools in education, and to determine various approaches for providing interactive videos while teaching foreign languages in classes. To reach these goals, several tasks were asserted: to illustrate vital parts of video tasks while obtaining foreign languages, to express the role of interactive tasks in teaching and its benefits, to show a wide range of methods with the utilization of video tasks, and to take a thorough practical analysis. In this regard, scientific and methodological literature was scrutinized and information sources were examined. Utilizing frequency and percentage, the data were perused quantitatively.

Similarly, data was collected from Russian and Chinese university students. A questionnaire sampling survey was conducted and completed remotely in January and February of 2023.

Interactive activities, particularly video tasks are considered to be one of the most essential tools while teaching foreign languages to students of higher institutions.

The ability to speak English and Chinese play a vital part, as it requires students to implement their linguistic and non-linguistic competencies in real communication. With the help of video materials these competencies can be upgraded and students become skilled speakers. Achievement of academic level of proficiency in foreign languages is determined by how clearly, contextually and situationally correctly the student is able to convey information to his interlocutor, using both verbal and non-verbal symbols.

The research findings let us contemplate the students’ attitudes towards video activities in learning foreign languages.

Keywords:

Interactive activities, video tasks, foreign languages, English language, Chinese language, university students, speaking skills, vocabulary acquisition.