Video Self-Assessment for Language Learners | TELT |

Rob Hirschel, Sojo University, Japan Craig Yamamoto, Sojo University, Japan Peter Lee, Sojo University, Japan Hirschel, R., Yamamoto, C., & Lee, P. (2012). Video self-assessment for language learners.  Studies in Self-Access Learning Journal, 3 (3), 291-309.



Students were video recorded performing similar tasks at both the outset of the academic year in April and towards the year-end in December. Student participants (N=123) viewed both videos in December and completed identical questionnaires with regard to both videos. The questionnaire sought to elicit students’ (1) satisfaction with their English ability, (2) interest in speaking English, (3) ability to interact in English, (4) enjoyment of communication in English, and (5) confidence in speaking English. Mean scores for all items were higher (all statistically significant) for the December videos. In a similar survey comparing students’ perceptions of improvement during their eight months of study, learners participating in the video treatment (N=143) reported higher scores of improvement than the control group (N=107) for all items (2, 4, and 5 achieving statistical significance). Initial results appear to indicate that student videos are correlated with a positive effect upon students’ interest in, enjoyment of, and confidence in speaking English, but not with perceptions of increased general English ability or ability to interact in English. The findings are applicable to teachers and advisors of individual learners, who wish to empower their students in realizing progress for language learning endeavors that can sometimes seem tenuous.