**7. Future trends in Using video in teaching foreign languages**

We believe that the most popular trend in the future will be virtual reality, which in itself is a constant process of watching videos only in various forms and with different goals. Virtual reality will feature films, cartoons, and interactive courses, as well as the ability to create your own videos. A powerful technological trend is being laid to create alternative digital universes. This can be treated in different ways, but this is already the reality in which we live. Metaeconomics has already become a reality, the result of technological and social transformations taking place today. Oculus Quest headset, with its help, students simulate performing surgical manipulations in threedimensional space, for example, inserting a pin into a broken bone. Virtual reality in psychiatry is used to treat post-traumatic syndrome in combat participants.

Modern methodologists [10] offer three main trends when working with video materials, which continue to be very effective:


This classification is based on the criterion of the degree of activity of students and teachers in work using video materials. Active viewing involves working with methodically prepared video materials and offers a wide variety of tasks aimed at developing communicative competence.

Creating your own video materials is a type of work that uses the process of creating video materials as a situational basis for organizing the educational process in a foreign language. The basis of communication in the process of video production is the discussion and writing of the script, the preparation of scenery, costumes, dialogs, and, finally, the process of video production itself.

Creating a video application to the main teaching aid involves the use of video as an additional illustration of the linguistic and sociocultural content of the educational process.

The study and analysis of the proposed types of tasks and exercises, as well as some practical experience, led us to the conclusion that the first type of work is the most effective – active viewing. This is due to the fact that the second and third types of work are based on self-production of video materials. For students, the very technical side of the production of video materials presents a certain difficulty since this skill, in general, is not sufficiently developed for them.

Thus, all three types of the proposed tasks certainly deserve attention, but, given the available material and technical base, as well as the skills of working with video equipment (video camera), the most attention should be paid to the first type of work – active viewing, which requires the greatest activity of students in browsing process.

When considering the problem of the typology of tasks and exercises [6, 9], we proceed from the fact that the choice of appropriate tasks and exercises depends on the type of video material (video course, video film, other video materials), as well as on the organization of the educational process using video materials.

When considering the organization of the educational process using video materials, it is necessary to proceed from the fact that all video materials are classified by us as: (1) video courses; (2) video films [22]; and (3) other video materials

When working with video courses, which are a single whole, including tasks and exercises created by the authors of the video courses, the teacher strictly follows the structure of the educational process proposed by the authors of the video courses.

In the case of using individual fragments of the video course in the educational process, the organization of work will be the same as when working with all other video materials.
