The increasing use of video in language learning has introduced both opportunities and challenges. While visual media enhance engagement, comprehension, and cultural awareness, they also carry the risk of embedding biases and indoctrination. This paper explores the potential of sequencing strip scaffolding as a pedagogical tool to promote critical thinking and media literacy in foreign language education and minimize or avoid indoctrination. By slowing down cognitive processing, breaking down narratives, and setting critical questions, sequencing strips encourage learners to analyze video content more critically. This research contributes to the fields of pedagogy and media literacy by proposing an innovative approach to reducing bias in language education. The Intervention Study used a pre-test–post-test evaluation design as a before-and-after assessment, comparing a control group (standard video-based learning) with an intervention group (sequencing strip scaffolding). Ultimately, by integrating media literacy and critical analysis within the context of visual learning, the aim of the investigation was to create a robust framework that equips educators with the strategy to develop soft skills and harness the power of visualization while mitigating the risks associated with potentially biased content.