Linguistic and Didactic Potential of Video Hosting in Teaching Foreign Languages: Theoretical and Methodological Analysis

Abstract

Abstract: The study is devoted to a comprehensive analysis of the linguodidactic potential of modern video hosting as strategic tools in the system of foreign language education for the intensification of foreign language learning “rewilding’ of the educational process. Theoretical analysis of the literature, synthesis for the classification of educational opportunities of platforms, the method of analogy for identifying linguocultural patterns and an integrative review of research over the last decade were applied. The theoretical basis was formed by the principles of the Cognitive Theory of Cognitive learning by R. Mayer. It is proved that video hosting provides the implementation of the principles of authenticity and autonomy through the involvement of students’ digital experience. It was found that YouTube is a universal resource, the use of which with subtitles increases vocabulary acquisition by 35%. TikTok is defined as a microlearning tool for the development of phonetic competence through imitation mechanisms (shadowing). Vimeo is identified as the optimal solution for professional courses due to its high image quality with no advertising. The efficiency of interactive video is determined, where gamification and built-in quizzes provide a positive effect in the development of listening skills. Cognitive principles of educational video design are described: signalling, segmentation and filtering out information overload. The results can be used to develop methodological recommendations for structuring classes in a three-stage manner (pre-viewing, viewing, post-viewing). Video hosting provides integration of formal education and digital socialization of youth. The key challenge remains the low methodological readiness of teachers: only 7% of educators fully apply advanced design strategies and analytics of multimedia content.