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Following the recent dominance of videos as the most preferred content type among young learners, this research paper sets out the aim to investigate how audiovisual content can be used in foreign language teaching. The focus is on subtitling and captioning as two strategies often criticised by practitioners, yet widely adopted in the foreign language classroom. Empirical data is deployed to discuss both advantages and disadvantages of videos in the educational context. Findings are relevant for foreign language professionals who are willing to gain critical awareness on the latest Web 2.0 developments and to mindfully implement videos in class.