ABSTRACT: Technological developments such as the videocassette recorder/player have facilitated the use of videotaped foreign-language materials in the classroom and such materials are increasingly available to language teachers from a number of sources. If, however, students view foreign-language broadcasts passively, little learning will take place. By carefully selecting and manipulating programs, the teacher can encourage more active viewing and at the same time foster comprehension by serving as a mediator between the learners' imperfect linguistic ability and limited cultural knowledge and the sophisticated videotext. The form provided and discussed in this article will enable the teacher/evaluator to motivate students and to accomplish course goals through a more effective selection and use of videotexts.