The English video projects are usually assigned in English classrooms to enhance their communication skills. Integration of technology in Communicative English classrooms is a compulsory aspect especially in the teaching-learning process of Professional English classrooms. This paper discusses how to frame video assignments and optimize creativity that could reflect effective communication skills in their workplace. The ability to present information and convey knowledge in a range of formats is a beneficial skill in many professions, which students will take from their video assignments in class to their respective workplaces (McCarthy & Hatcher, 2002). Students thus can better interact and communicate in multimedia platforms and handling key information in visual formats. The use of videos, animated clips, and presentations in language classrooms reflects the everyday use of multimedia technology. Teachers use technology-assisted simulations to bring content related to their learning objectives. Video assignments in academic contexts do arouse hesitations and challenges from both the learner's and teachers' perspectives and the situation essentially varies from subject to the teacher to the context and to the content delivered and relates to the proper evaluation process. This paper analyses the video project assignments and the advantages of their implications in enhancing communication skills. It addresses and highlights the positive outcomes in achieving communication skill sets essential for a professional context.