Abstract In Smartchoice books equipped with itools, a conversation video introduces the grammar or language features covered in every unit. The presentation of the video might lead to a boring ‘watch and practice’ activity if it is repeatedly presented with a similar and monotonous ways that may hinder the 4Cs of the 21stlearning. This study tries to investigate whether the implementation of video dubbing for both an intermediate class may improve the students’ speaking fluency and grammar accuracy. The video dubbing was employed in Intermediate II of Friday–Saturday Class. Some teaching steps vary in each meeting and are concluded with a video dubbing –an activity in which the video is muted and the students dub the video with the original text or the modified one. The speaking fluency is measured by the classroom teacher based on her observation and is self-evaluated by the students based on their own reflection. The grammar accuracy is assessed from the results of unit tests for grammar section. The results showed that video dubbing can build students’ confidence, bring grammar accuracy improvement, and is positively responded by the students. In fact, frustration was also shown during the memorization. Keywords: itools, video dubbing, step, conversation, speaking fluency, grammar accuracy