Communication enables not only the exchange of information but also the development of interpersonal relationships, learning, and problem-solving. In contemporary education, digital technologies play a transformative role in fostering interaction and expanding opportunities for authentic use of English as a target language (Akhy & Iswari, 2021). When meaningfully integrated into teaching, digital tools enhance interactivity, support multimodal learning, and enable more personalised learning experiences. Importantly, teachers’ digital competence is a key factor in implementing innovative pedagogical strategies that promote active student engagement and deeper learning (Redecker, 2022; Didžiulienė et al., 2025). Early foreign language education represents a critical period not only for the development of communicative competence but also for the emergence of higher-order thinking skills. During this stage, learners begin to interpret meanings, compare linguistic structures, and express their ideas, thereby creating favourable conditions for the development of critical thinking (Lightbown & Spada, 2021). Research shows that technology-enhanced learning environments can significantly increase student engagement, motivation, and active participation (Bond et al., 2020; Redecker, 2022). Moreover, the use of audiovisual and video-based materials provides rich, authentic input and supports language acquisition through multimodal processing and increased learner engagement. Digital video creation has been widely recognised as an effective pedagogical approach that promotes speaking skills, encourages meaningful language use, and supports reflective learning processes (Hafner & Miller, 2011; Redecker, 2022; Meinawati, 2024). Video-based tasks engage learners in selecting, organising, and evaluating information, as well as reflecting on their own performance, thereby fostering analysis, evaluation, and reflection as key components of critical thinking. Video reporting, as a pedagogical strategy involving the creation and presentation of video content, provides a powerful context for integrating language learning with cognitive development. It encourages learners to construct meaning, develop coherent narratives, and communicate ideas to an audience, thus fostering both communicative competence and critical thinking skills. Furthermore, learner-centred and emancipatory approaches emphasise students’ agency, active participation, and self-expression as essential conditions for meaningful learning (Brandt, 2024; Bhardwaj, Kumar & Singh, 2025). Therefore, video reporting can be conceptualised as an innovative pedagogical strategy that supports not only language development but also the cultivation of critical thinking in early foreign language education.