Abstract
Prior research, scant as it may be, indicated that exposure to supplementary video material can be beneficial to whole language development. This study was set to measure improvement gains in aural/oral, reading and writing skills using data from an experiment that was conducted over a period of one academic year. Following an intensive, concentrated exposure to authentic video material accompanying a language skills development remedial programme and extensive videos of some selected dramatized famous literary works, students in an experimental group (n=33) demonstrated statistically significant gains scores over their peers in the control group (n=31) across all skills. This study demonstrated that authentic video, inducing satisfactory viewing comprehension as well as presented in an integrated language skills instruction, is a valuable approach to whole language teaching. The study ended in recommendations and pedagogical implications insightful for curriculum design and teaching theory.