Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course

ABSTRACT

Many studies have documented the benefits of incorporating reflective journals into foreign language education at university level, though the pedagogic tendency has been to utilise these valuable learning resources to enhance students’ written language skills. This study focuses on how the production of a digital reflective journal in video format can assist in the improvement of oral language abilities in tertiary students of Spanish as a foreign language. With spoken language as the driving vehicle for this assessment task, the course coordinator and educator in charge aimed to promote the development of learner autonomy and self-reflection. In addition, to foster students’ agency in this process, the task incorporated the use of modern digital technologies, which are part of the repertoire of communication channels used by today’s university language learners. Findings suggest that completing this self-reflection assessment task afforded creative teaching and learning experiences, and generated opportunities for learners to improve critical thinking skills, written language proficiency and oral communication. It also heightened their motivation to engage with language-related cultural knowledge, and minimised feelings of anxiety towards communicating verbally in a foreign language.

KEYWORDS:

• Digital video-journal
• critical reflection
• learner autonomy
• foreign language learning
• Spanish language

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Andrés Gabriel Villamizar

Andrés Gabriel Villamizar is a teaching associate in Spanish Studies in the School of Global, Urban and Social Studies at RMIT University, and a PhD candidate in the Faculty of Education at Monash University. Combining a background in visual arts and extensive experience in adult language teaching, his dissertation examines teachers’ understanding of visual literacy, and the impact that their interpretations have in adult English language classrooms. Andrés’ research interests include multiliteracies, adult and tertiary education, language teaching strategies, international student experience, and students’ motivations for learning Spanish and Latin American culture.

Glenda Mejía

Dr. Glenda Mejía is a Senior Lecturer in Languages with the School of Global, Urban and Social Studies at RMIT University. Her research interests cover: women studies (intersectionality), migration (belonging, language and identity), Spanish-speaking migration in Australia and pedagogy (teaching practice and mLearning). Her latest articles are:

(2017) Mejía, G. & Pink, S. Entangled belonging: Barcelona to Melbourne professional transient migrants. Transitions: Journal of Transient Migration 1 (1): 85–100. http://www.ingentaconnect.com/contentone/intellect/tjtm/2017/00000001/00000001/art00007

(2016) Mejía, G. Promoting language learning: The use of mLearning in the Spanish classes, Revista de Lenguas para Fines Específicos, 22(1): 80–99. http://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/494/441