This paper presents the results of a content analysis of 102 multimedia projects (video movies) made by EFL teacher trainees during two semesters of 2023-24 academic year. The video-movies were submitted by students as outputs of their literary and culturally enriched school trips in Anglophone countries. The aim of the research was to identify dominant strategies future EFL teachers incorporate while creating their video projects. The second aim was to learn which digital tools they use and with which effect. Last but not least, the research intended to observe how EFL future teachers evaluate the impact of their video project-making process on their language and personal development. The results proved the growing popularity of the technique among EFL teacher trainees (comparing to the pilot research in 2022/23) even though majority of them (over 80%) stated they were not specifically trained in digital movie-making, they first did not feel competent enough and they would welcome such training. To fulfil the task, the students used a wide range of digital movie-making tools (17 in total). In general, the EFL teacher trainees appreciated the opportunity and were aware of numerous ways they can benefit from such digitally enhance education both professionally and personally.