This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem it the agency of their own learning rather than completing the assignments given by the tutor; they gain more from the discussions among their peers and native speakers than from giving the presentations in class only; watching and making comments on their own videos is visually and mentally stimulating, which triggers more thoughts and expressions. Students appreciate the cooperation among themselves, while they also find it challenging to manage their publicity. This research provides empirical evidence on how to encourage students' initiative to improve language skills and enhance intercultural communication competence, which sheds light on reshaping language and intercultural communication education.