JournalofInformationTechnologyandApplicationinEducationVolume4,2015www.jitae.

org
doi:10.14355/jitae.2015.04.009

AutoReflectioninLanguageLearning
StimulatedbyReviewingVideoRecordsof
ClassActivities
APedagogicalEsperimentofMultimediaEnhancedLanguageClassatUniversity
ShanshanQu
Schoolofforeignlanguages,TongjiUniversity,n.100ZhangwuRd.Shanghai,China
qushanshan@tongji.edu.cn

Abstract
Computeraided teaching methods are fully introduced and widely used in classes nowadays. In language classes, the
traditional application of CIT means the use of audiovisual materials and Powerpoint. This paper introduces an innovative
methodoflanguagelearningfromthepartofstudentsbasedonapedagogicalexperimentcarriedoutamongthestudentsin
SinoItalian Campus of Tongji University at their second year of Italian language study. With the help of video camera and
computer,interactionsbetweenteachersandstudentsinclassareregisteredinvideoclips.Studentsareaskedtoreviewthese
videoclipsandtoobservetheirbehaviorsintheactivities,withtheaimofreflectingonandautocorrectingtheirmistakeson
inappropriateuseoflanguageaswellasfindingawaytomakesomeprogress.
Keywords
InteractioninClass;CITAidedLanguageLearning;Selfobservation;AutoReflection

Introduction
Multimediaand Internet technologyare wellknown and widelyused assisting methods in the foreignlanguage
learning.WiththeabundanceofresourcesinInternet,originallearningmaterialsbasedonthefourbasicabilities
oflanguagearenolongeroutofreachforthosewholivefarawayfromthecountrywherethetargetlanguageis
spokenasmothertongue.Internetalsomakesitpossibletoestablishalongdistancelearningmodeinwhichboth
teachers and students can be free from limits of time and space and participate actively in the construction of
online teachinglearning platform. In recent years, applications on mobile devices have been a very important
element for education. Insummary, nowadays the traditional classroom teachinglearningmodel is dramatically
changedandonehasfarmorepossibilitiesforaccessingtoknowledgethankstothedevelopmentofInformational
CommunicationTechnology.
New technology has been brought to learners, creating an interactive longdistance learning community;
meanwhile, sometimes learners lost themselves in the explosion of information that often accompanies the
developmentoftechnology.Thereforewhatateacherneedstodoistomakeaneffectiveuseofthetechnologyand
toarousetheselfconsciousnessofthestudentsinordertomakethemalwaysstayinthefrontandbeawareofthe
possible improvements that they can make. A teacher should never underestimate the individuality and self
awarenessofthelearnersandalwaysbearinmindthatamotivateduniversitystudenthasablitiestoperceivehis
ownweaknessesandtofindawaytomakeprogressinlearning.
Object of the Pedagogical Experiment and Basic Theories
In order to find a balance between technologydepended classroom and students who need to reestablish self
consciousnessinlearning,apedagogicalexperimentwascarriedoutamongthestudentsinSinoItalianCampusof
Tongji University at their second year of Italian language study. With the help of video camera and computer,
interactionsbetweenteachersandstudentsinclassareregisteredinvideoclips.Studentsareaskedtoreviewthese
videoclipsandtoobservetheirbehaviorsintheactivities,withtheaimofreflectingonandautocorrectingtheir
mistakesoninappropriateuseoflanguageaswellasfindingawaytomakesomeprogress.

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The experiment is based on Selfdetermination Motivation Theory which reveals that humans have inherent
propensities to be intrinsically motivated, to assimilate their social and physical worlds, to integrate external
regulation into selfregulations, and in so doing integrate themselves into larger social whole (Deci and Ryan,
1985b,1991;RyanandDeci,2000).Fromthistheory,atypeofmotivationcalledintrinsicmotivationisdeveloped,
whichreferstomotivationtoengageinanactivitybecausetheactivityisenjoyableandsatisfyingtodo(ibid).
Withfullawarenessofhowimportanttherolethatintrinsicmotivationplayswithinthestudyingprocess,teachers
shouldtrytoorganizeactivitiesthatrequirefullengagementandtotalparticipationofthestudents.Thepointin
whichaneffectiveactivitydiffersfromasimplegameinclassisthattheactivityshouldnotonlybeattractiveand
convincing but also offers some spaces for reflection afterwards. With the help of technology, it is possible to
review and reflect on ones behavior during the activity by using the video record, thus to help the students to
thinkfurtherofwhattheycoulddoandtomakeastepahead.
Execution of the Experiment
EssentialFactsoftheSample
AnexperimentwascarriedoutinMarch2015inclassesofItalianlanguage.Thestudentswhoattendthelessons
havebeenstudyingItalianforoneyearandahalfwithatotalamountof600hoursstudyinginclass.Theyhave
learned4000basicwordsandhavestudiedallmodesandtensesofverbsinItalian.
StepsoftheActivity
1)TaskAssignment
Students were required to prepare anarticle on oneof the two themes proposed by the teacher:Iofraventi
anni(WhatIwillbeafter20years)andLemieavventuredagiovane(MyadventureswhenIwasyoung).
Theyshouldsendthefulltexttotheteacheraweekbeforethedaywhentheinterviewwassupposedtobeheld.
2) TeachersPreparation
After analyzing the text written by the students, the teacher prepared a question list, which would make the
interview go in a fluent and organized way. During the interview, it was the teacher who led the way and
helpedthestudentstofullyexpressthemselves.
3)InterviewRecording
Interviewswererecordedwithavideocameraandboththeteacherandthestudentshoulddedicatethemselves
tomakeaniceshow.

FIG.1INTERVIEWINCLASSIOFRAVENTIANNI(WHATIWILLBEAFTER20YEARS)

4)InterviewReviewing
Theinterviewreviewingwasrealizedintwoways:bythestudenthimself/herselfinprivatespacesandbythe
wholeclassinthelesson.
Aftersomeessentialtechnicalprocessingmadebytheteacher,thevideowassendtothestudentinterviewed
bymail.She/heshouldwatchthevideoathomeandobserveeverydetailintherecord.Thisisaveryimportant
moment of auto reflection and will arouse the learner autonomy. Students will find their errors and
inappropriatebehaviorsandspontaneouslycorrectthem.Spontaneityisakeyelementinthedevelopmentof

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language abilities and helps the establishment of confidence in learning. Students were required to list the
problems they found and make an analysis on what they should pay particular attention to. Reviewing the
recordsalsoallowsstudentstoobservetheteachersuseofthelanguageandfurthermoretoimitateit.Thisis
whataliveteacherstudentinteractioninclasscouldneveroffer.
When a group of students have done their work, some parts of videos with typical problems were shown in
class.Studentsworkedtogethertoanalyzetheseproblemswiththehelpoftheteacher.
Another important part of the review is from the point of view of the teacher. With a serious analysis of the
videos,theteachernotonlycouldfindthecommonproblemsoccurredinthespeakingofthestudentsbutalso
hasabrandnewoverviewofherownbehaviors.Thisisalsoamomentofautoreflectionthathelpstheteachers
tomakeanactivecontrolonwhattheysayanddoinclass.
Feedback of the Experiment
Aftertheaccomplishmentofallinterviews,aquestionnairewasgiventothestudentsforfeedback:
TABLE1QUESTIONNAIREAFTERREVIEW

1
2
3
4

Name:______________________
Yes
Question
(Why?)
Areyouinterestedinsuchkind

ofinteractiveactivitiesinclass?
Haveyoudonethemostin

preparationfortheinterview?
Didyoufeelnervouswhile

gettingvideorecorded?
Areyouawareofwhatyou
shouldimproveafterreviewing

therecord?Pleasespecify.
Haveyoutriedtoimitatethe
teacherstoneandwordswhile

reviewingbyyourself?

No
(Why?)

17studentsparticipatedinthisexperimentand17questionnaireswerecollected:
Allthestudentsareinterestedinthiskindofinteractiveactivitiesinclassbecausethisactivityiscarriedoutinthe
modelofanexcitingliveshowandstudentsfeelthemselvesastheprotagonistinclass.
10studentshavedonethemostinpreparationwhile3haventduetolackoftimeandfor4itshouldbeaneasy
taskwhichdidnotdeserveatotaldedication.
TABLE2DATAFORTHE2NDQUESTION

Allthestudentsfeelnervouswhilegettingrecordedincludingthosewhothoughtitshouldbeaneasytaskbefore.
Thenervousnesscamemainlyfromthevideocamera(15/17)andthepublic(10/17).

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www.jitae.orgJournalofInformationTechnologyandApplicationinEducationVolume4,2015

Everyone has a further realization of what he should work to improve after watching the video. The main
improvementsshouldbemadeinspeakingtones(15/17),concordanceofnounsandadjectives(10/17),correctform
ofverbs(10/17).
TABLE3DATAFOR4THQUESTION

7 of them have tried to imitate the teacher while reviewing by themselves while 10 didnt because they were
completelyconcentratedontheirownbehaviors.
Possible Applications of Video Recording-reviewing Method in Other Cases
The same method canalso be used in other interactive activitiesin language class such as group discussion and
interviewstotheteacher.
Byrecordingagroupdiscussion,groupmemberscanobservetheirownbehaviorswhilespeakingtocompanions
andreflecttogetheronwhatonedidnotdoandshouldeverdo.
Byrecordinginterviewstotheteacher,studentscanhaveadetailedstudyofhowtheteacherusesthelanguage.It
isalivematerialwhichcanberepeatedlywatched,studiedandimitatedafterclass.
Conclusions
By means of multimedia technology, the video recordingreviewing model for a better utilization of interactive
activities in class arouses the full selfconsciousness and autonomy of the students, makes the inclass living
activitieswhichinthepastvanishedrightafterthemomentwhenactivitiesweredoneresuscitateafterclass.Both
students and teachers can benefit from this model and find a way to improve their work. As an audiovisual
materialwhichcanbearchived,thesevideoscanalsoserveforfurtheranalysisoncommonerrorsinspeakingand
speakinghabitsofthestudents.
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Ho,J.,Crrokall,D.BreakingwithChineseculturaltraditions:LearnerautonomyinEnglishlanguageteaching,1995

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JonesR.Francis.Selfinstructedforeignlanguagelearning.2003

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Mei,C.Teacherroleandlearnerautonomyinlanguagelearning,EnglishinCampus,2009.01

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Yun,X.Areviewoflearnerautonomyinlanguagelearning.InOverseasEnglish,9092,Anhui,2012.07

Shanshan.QuwasborninShanghai,Chinain1985.ShereceivedtheBachelorDegreeandMasterDegreeinItalianlanguagein
ShanghaiInternationalStudiesUniversityin2007and2012respectively.Herresearchinterestsincludecomparativelinguistics
in Italian and Chinese languages and pedagogical studies in Italian language. She currently works as a Lecturer at Tongji
University.

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