Using the Video to Promote Peer and Self-Assessment in the
English Class
Elvia Ureña Salazar
InterSedes, Revista electrónica de las sedes regionales de la Universidad de Costa Rica,
ISSN 2215-2458, Volumen XXIII, Número 48, Julio-Diciembre, 2022.
10.15517/isucr.v23i48 | intersedes.ucr.ac.cr | intersedes@ucr.ac.cr
A: e purpose of this article is to present the results of using the video to promote
peer and self – assessment in the rst two oral English courses at University of Costa Rica,
Paraiso Campus, Bachelor in English Teaching. In 2017 and 2018 students recorded three
videos for each course in which they talked about some of the topics that were suggested by
the instructor and were closely related to the course contents. In class, as group work, they
used a guideline prepared by the instructor to review their peers’ videos. ey focused on the
presenter’s delivery, grammar, and pronunciation as well as in the content of the recording.
During the peer evaluation activity, learners received written as well as oral responses from
their partners. In the self – evaluation stage of the activity, they answered a questionnaire
in which they indicated the number of times they recorded their videos before handing
them to the instructor as well as their perception of their own performance as well as what
they considered they needed to improve about it. e idea behind asking them to write
the number of times they had to record the video was to know if they had self – evaluated.
e fourth video in each course asked pupils to value how their language competence had
evolved, during the rst semester and during the whole year respectively. Results show that
incorporating the video in the language class was an eective strategy to promote peer and
self-assessment.
R: El propósito de este artículo es presentar los resultados de implementar el uso del
video para promover la evaluación de pares y la autoevaluación en los dos primeros cursos
orales de inglés en el Bachillerato en la Enseñanza del Inglés del Recinto de Paraíso de la
Universidad de Costa Rica. Durante 2017 y 2018 el estudiantado grabó tres videos en cada
curso en los que se referían a alguno de los temas sugeridos por la instructora. La temática
estaba relacionada con los contenidos del curso. En clase, en grupo, utilizaron una guía
preparada por la docente para revisar los videos de sus pares. Se enfocaron en el desempeño,
la gramática y la pronunciación del presentador, así como en el contenido de la grabación.
Durante la evaluación de pares, las y los estudiantes recibieron retroalimentación oral y
escrita de parte de sus iguales. En la etapa de la autoevaluación, contestaron un cuestionario
sobre el número de veces que grabaron su video antes de entregarlo a la docente, así como su
percepción sobre su propio desempeño y sobre lo que consideraban que debían mejorar. Se
les solicito que indicaran el número de veces que grabaron su video para saber si se habían
autoevaluado o no. El cuarto video en cada curso solicitó al estudiantado valorar la evolución
de su manejo del idioma durante el primer semestre y a lo largo del año, respectivamente.
Los resultados muestran la efectividad de la incorporación del video como estrategia para
promover la evaluación de pares y de autoevaluación.
Universidad de Costa Rica
Sede del Atlántico
Turrialba, Cartago, Costa Rica
elvia.urena@ucr.ac.cr
Publicado por la Editorial Sede del Pacíco, Universidad de Costa Rica
P : enseñanza del inglés, autoevaluación, video, comunicación oral, desempeño.
K: language teaching; language learning; performance; evaluation; recording; feedback
Utilizando el video para promover la evaluación de pares y la autoevaluación en la clase de
inglés
Recibido: 31-01-22 | Aceptado: 28-03-22
C (APA): Ureña Salazar, E. (2022). Using the Video to Promote Peer and Self-Assessment in the
English Class. InterSedes, 23(48), 228–245. DOI 10.15517/isucr.v23i48.49949
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ELVIA UREÑA | Using the Video
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Introduction
During their practice, instructors must appeal to dierent
strategies to determine if their students are learning. As part of
all the classroom activities, assessment is fundamental to promote
learning and nally achievement. Brown & Glasner (2003; in Li
& Chen, 2016) explain that evaluation can be either formative or
summative. It is summative when it is carried out aer the tea-
ching has taken place and the results are used to grade students at
the end of a unit or program; therefore, it is largely numerical. On
the other hand, assessment is formative if results are used for fee-
dback at some point in the process of learning. Formative assess-
ment involves constructive feedback through which students im-
prove their learning skills. is benecial response may come from
the instructor, from peers, and from the same learners. Feedback
and formative assessment have vast consequences on teaching and
learning. Some researchers as Darling-Hammond (2008, in Owen
2016) and Gallen, & McCloughry (2007, in Li & Chen 2016) ex-
plain that while providing and receiving feedback to their peers,
learners stretch beyond a simple demonstration of their capabili-
ties and improve upon their own work, and teachers benet from
craing adequate formative assessment measures and becoming
more reective and intentional about their own practices. ere-
fore, formative assessment not only benets learners while perfor-
ming the tasks but also instructors when they are preparing the
guidelines for the activities and evaluating their eectiveness.
Two relevant components of formative evaluation are peer and
self-assessment which enhance the eectiveness of teaching and
learning. Both help students develop their reective and critical
thinking skills as well as their self – condence (Logan 2009 in
Ndoye 2017). On one side, peer evaluation has been dened as
the process or group of actions through which learners evaluate
others’ work (Fautley and Savage, 2008 in Li & Chen, 2016; Rein-
holz, 2015 in Ndoye 2017). On the other hand, self – assessment is
the process in which the individuals consider their own capacity.
According to research, it helps raise academic performance if it
is a directed process in which students assess their performance
against pre- determined criteria that involves learners in goal se-
tting and self- regulations and self- reection (Bourke & Mentis
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2011, in Ndoye (2017). Consequently, instructors must prepare
these activities carefully to make sure students are going to be-
net from them. Besides, for Jones (2005), self-assessments must
be promoted in the educational environment to help learners re-
cognize what aspects of their own work need to improve. Aer
intensive review of literature on the positive eects self- assess-
ment has in the students’ learning process, Brown & Harris (2014)
concluded that even though more research should be done on the
topic, evidence demonstrates its eectiveness. Learners set targets,
evaluate progress relative to target criteria, and improve the quali-
ty of their learning outcomes.
is article describes a teaching experience in which the au-
thor used the video to promote peer and self-evaluation in two
English courses in the Paraiso Campus, University of Costa Rica.
e activity took place in the rst two courses of the English tea-
ching mayor for two years. Students’ answers demonstrated that
the implementation of the video did help them to evaluate other´s
performance as well as theirs.
Review of Literature
Assessment
To promote learning, instructors need to be aware not only of
what students are supposed to learn, but also of what they are rea-
lly learning. To achieve this, during their practice, they have to
develop dierent strategies of assessment. e American Federa-
tion of Teachers, National Council on Measurement in Education,
& National Education Association (1990, in Qu & Zhang, 2013),
identies assessment as a process that helps obtain information
for making decisions about “students; curricula, programs, and –
schools and educational policy”. For Anthony and Susan, (2005,
in Qu & Zhang, 2013), those decisions linked to eectiveness are
summative and the ones associated to ways to improve them are
formative. Teachers are constantly assessing learners´ performan-
ce through summative and formative strategies to decide if they
have acquired the necessary skills to pass the course and to es-
tablish what steps they can take to promote progress in the same
course. In the educational context, all types of evaluation are re-
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levant if they allow teachers to know the eect of their practice
on students´ learning. For Janeth (2002, in Qu & Zhang, 2013)
assessment provides guidelines for instructors, so they are able to
make decisions on what aspects of their practice to change or con-
tinue in accordance to the learning objectives. It is also helpful to
identify those individual pupils who may have special problems
and make the proper adjustments.
Assessment to promote reective skills
e purpose behind the evaluation activity determines how the
instructor is going to implement it in the teaching practice. Jones
(2005) dierentiates assessment of learning from assessment for
learning. e rst one is closely related to summative evaluation; it
can inhibit the possibility of providing feedback that would aect
learners’ decisions on their performance with the purpose of im-
proving their work. On the other hand, assessment for learning,
like formative evaluation, includes not only telling students about
their progress but also to empower them to do what is necessary to
improve their performance. ere are dierent steps teachers must
take to promote eective assessment as well as reective skills. One
of them is the development of self-assessment, so students can
identify those aspects of their work they need to improve; another
one is the possibility of providing peer assessment opportunities,
so they will be more likely to be more objective when evaluating
their own work (Jones, 2005). Research has shown the importan-
ce of involving students in their own learning through self and
peer evaluation, and they should be implemented as formative
types of assessment (Ndoye, 2017). Harrison et al (2015, in Li &
Chen, 2016) consider that self and peer assessment is a sustaina-
ble lifelong learning methodology. “Introducing peer and self-as-
sessment approaches into English teaching may be benecial to
strengthening the relationship between teacher feedback and stu-
dent learning, encouraging student to change the way of student´s
learning” (Li & Chen, 2016, p.781). In the same line, Sober (2009),
identied such benets of peer and self – evaluation as the oppor-
tunity for students to learn from each other and share their skills
and strengths and the active role learners play in their education.
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e video in the language classroom
e use of videos in the second language class is a well – known
practice; instructors can innovate using it in their practice to pro-
mote peer and self-evaluations. Audio visual material enhances the
learning experience because it attracts learners´ attention and in-
creases their motivation. e digital revolution and the availability
of mobile devices have made it possible for videos to become an
integral part in students´ life. erefore, it is not strange to bring
them to the language classroom (Mhamdi, 2017). Videos allow
students to pay attention to the context of the discourse and to the
speaker´s body language and other visual aids to comprehension.
For instance, “one interesting use of the video is to document and
assess students’ productive performance of a second language. Vi-
deo naturally lends itself to the assessment of presentations and
public speaking, but it can also be applied to pairwork and group
discussions tasks” (Shrosbree, 2008, pp 82-83).
ere are dierent types of videos in the language teaching en-
vironment such as assessment, teacher – made, and student – made
lms; furthermore, the instructor may use the videos to introduce
information to the students. e benets of using videos in the
language class, depends on the way this tool is implemented in the
actual practice. For Mhamdi (2017) there are three dierent pos-
sibilities to use the video for assessment purposes. Students may
work in pairs and record themselves; they may individually pre-
sent about a specic topic; furthermore, they may record to prac-
tice for an oral test. All of them are recorded in the classroom and
the instructor is responsible of the activity. Furthermore, about the
student–made videos, the author recommends their use in group
projects that may require a large amount of time for the lming
and editing work. e instructor may also design an activity that
allows students to record the videos in a context dierent from
the classroom individually or in pairs for further evaluation. “Per-
haps the most valuable pedagogical application of video is ‘video
pairwork assessment’, which allows students to be assessed throu-
gh the familiar communicative activity of pair work with a class-
mate, and also permits self – evaluation” (Shrosbree, 2008, pp 83).
It is expected that while working together in the recording activity,
learners will be implementing peer and self – evaluation strategies.
is article describes a teaching experience that incorporated
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the video to promote peer and self – evaluation in the second lan-
guage class; participants’ responses indicate that the use of the vi-
deo was helpful for these two purposes, so instructors should take
advantage of this technology and implement it in their practice.
Methodology
e study that originated this article is descriptive and non -
experimental because it describes a teaching experience and the
participants’ perception on its eectiveness (Hernández, Fernán-
dez & Baptista, 2014). e activity incorporated the use of the
video in the English language class to promote students’ ability to
peer and self – evaluate.
Context
Currently, the University of Costa Rica has two dierent bache-
lor programs in English Teaching. One is oered in its main cam-
pus and is under the responsibility of the School of Teaching and
the School of Modern Languages. e other is administered by the
Western Branch and is taught in some regional campuses as the
Atlantic Branch which has three campuses: Turrialba, Guápiles,
and Paraíso. e Bachelor in English Teaching has been oered in
Paraíso, Cartago, since 1998 (Barquero & Ureña, 2015). e curri-
culum includes six oral courses and their corresponding labora-
tory. For the oral communication courses placed in the freshmen
year, students meet for six hours a week. In these courses, students
must participate in such dierent activities as individual and group
oral presentations as well as pair conversations. e evaluation ac-
tivities include two oral exams which are evaluated by two univer-
sity instructors. e teaching experience that included the video to
promote peer and self-evaluation was implemented during 2017
and 2018 in the two oral communication courses that belong to
the rst year of the curriculum: IO 5400 Oral Communication I
and IO 5410 Oral Communication II.
Participants
Recording a video was included as a class activity in the two
courses during 2017 and 2018; therefore, all enrolled students had
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to comply with the task. e number of participants in each cour-
se varied because some learners had the possibility to enroll in a
dierent campus for the second course, while some others could
not enroll because they had failed the previous course. Besides,
there were some other students that came from another campus
and enrolled in the second course. erefore, for the purpose of
this study, the instructor analyzed the answers provided by those
students who participated in both courses during the two years
of study; 21 students completed the tasks in 2017 and 16 in 2018.
In class, during the oral explanation of the activity, the instructor
made sure all students knew that she was carrying out a study on
the implementation of the video as a teaching experience to pro-
mote peer and self-evaluation.
e Videos
During 2017 and 2018, the teaching activities organized for the
Oral Communication I and II courses, included the recording of
four videos of two minutes each. Since the rst day of class, the
instructor explained that to the learners. She also explained that
the videos were going to be watched by their peers and that they
would get oral and written feedback from them. To motivate stu-
dents’ participation and to comply with University of Costa Rica’s
Evaluation Regulation, the instructor gave a value of 2,5% to each
video and of 5 % to the content of each oral presentation recorded
in the same piece. Furthermore, by doing so, the instructor recog-
nized students’ eort during the activity.
e topics of the rst three videos in each course were close-
ly related to the ones discussed in class. Once the recording was
ready, they could either send their videos through email to the
professor or bring them to class in an USB for her to organize the
groups that will carry out the peer-evaluation activity.
Moreover, for the last video, students had to self – assess their
performance and refer to their improvement in the course. ey
also had the chance to refer to those class activities they conside-
red helped them the most, as well as the usefulness of using the
video for their own language learning. is last video was only
watched by the instructor.
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e Peer-evaluation activity
For the peer evaluation activity, the instructor divided the class
into groups. Each group had access to the videos produced by each
of its members. Students followed these steps: (a) all the group
members watched the video of one of the students; (b) immediate-
ly aer that, the student that had recorded the video le the room
while the others analyzed his / her performance according to a
guideline prepared by the instructor for this purpose. is instru-
ment will be fully explained in the in a separate paragraph. (c)
once they were ready, they called their partner and orally gave him
/ her their comments and gave the instrument to the student. e
above steps were repeated until all the members had gotten their
feedback. e instructor´s role at this stage was to make sure all of
them were carrying out the tasks accordingly. is was the process
followed for the rst three videos that were graded as short tests.
e worksheet used to evaluate their peers asked students to
write what they liked the most about their partners´ delivery, con-
tent, and accuracy. ey also had to refer to what they needed to
improve about the same aspects. Learners also had to describe
what they learned from the presentation and answer the following
questions:
What did you learn about this presentation?
What suggestions do you have for this speaker for the next
presentation?
is instrument was not collected by the instructor because she
was going to grade students’ performance in the video and wanted
to avoid students to feel she would be biased by those comments.
e Self–evaluation activity
Self- assessment was promoted in two stages of the activity. e
rst one was the recording of the video itself. Students had the
possibility of choosing the topic from at least three options presen-
ted. It was expected that before sending the piece to the instruc-
tor, learners had reviewed their performance. e second phase of
self-evaluation was in class, immediately aer the peer evaluation
task. Learners answered a questionnaire containing the following
ve open-ended questions:
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What things did you like the most about the video?
How many times did you record the video?
How would you evaluate your performance?
What things would you improve about your performance?
Did you like the activity? Explain
In total, each learner answered six questionnaires, three per
course. eir answers were collected by the instructor. e co-
rresponding analysis of this information is the core of this article.
e instructor used open – ended questions because according to
Cresswell (2009), they are used in qualitative research and are hel-
pful to deepen in the reasons of a behavior.
Self-assessment was also promoted through the recording of
the fourth video in each course; for Oral Communication I, they
recorded themselves talking about their experience using videos
in the course, the peer and self – evaluation activities, as well as
their perception on the usefulness of the videos for their language
learning. For the last video in Oral Communication II, students
had to watch the rst video they had recorded for the Oral Com-
munication I. ey recorded themselves referring to how their de-
livery, content, and accuracy had improved along the two terms,
and referred to how the videos helped them in their learning pro-
cess. ese two videos were crucial for the purpose of developing
students’ self- assessment skills.
e instructor´s role
During the whole process, the instructor had dierent roles.
She oversaw explaining the dierent steps of the activity. She ela-
borated the instructions for each video and collected the recor-
ding before the class in which peer evaluation was going to be
implemented. She also assigned the students to each group and
the corresponding videos. Once in class, she distributed the peer
– evaluation questionnaire, and made sure that students were ca-
rrying out activity accordingly. Finally, she distributed the self –
evaluation questionnaires and collected them for further analysis.
She also analyzed the answers provided in the fourth video in each
course.
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Analysis of the Information
e information that is shared through this article is the result
of the analysis of student´s answers in the questionnaires that refe-
rred to the rst three videos, as well as the provided in the fourth
video in each course. Each questionnaire used open – ended ques-
tions. e units of analysis of this teaching experience were:
(a) the number of times students recorded the video before
handing it in to the instructor, and
(b) students’ evaluation of their performance and their consi-
derations regarding what they needed to improve
To analyze the information, the instructor coded the informa-
tion in the questionnaires and the videos through words and phra-
ses that specically referred to those units of analysis. en, she
counted the number of times these expressions were present in
each questionnaire and video to be able to visualize the importan-
ce given to each by the participants. To illustrate the contestants
‘opinion, this article also includes some sentences and phrases
used to explain their answers.
Results
Peer evaluation was promoted directly by the instructor throu-
gh the implementation of the specic class activity in which stu-
dents worked in groups and provided oral and written feedback
about each other´s video. From the instructor’s perspective, self
– evaluation took place when students were recording the video
because they had the possibility of repeating the task until they felt
satised with the results. e second moment in which learners
self-evaluated was immediately aer the peer – evaluation since
they answered the questionnaire.
e information provided in this text results from the analysis
of the answers provided to those questionnaires by the students
that were enrolled in both: Oral Communication I and Oral Com-
munication II in the English Teaching major at Paraiso Campus,
University of Costa Rica during 2017 and 2018. eir fourth video
in each course was also taken into consideration for this purpose.
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Number of Times to Record the Video
One of the open questions of the self- assessment questionnai-
re was: How many times did you record the video? rough this
question the instructor wanted to know if students had self – eva-
luated. Since their performance was going to be evaluated by the
instructor as a short test, she expected that they reviewed the video
before handing it for evaluation. In total, there were 111 answers.
ey were classied in groups according to the number indicated
in each questionnaire. Table 1 presents the number of times stu-
dents recorded the video before giving it to the instructor.
T
D
Number of times Answers
One 10
Two 13
ree to ve 52
Five to ten 22
More than ten 9
Does not indicate 5
Total 111
Source: Answers provided by participants in the questionnaires
While 5 answers did not indicate the number of times parti-
cipants recorded the video before handing it to the instructor, 10
established that they did so only once. Most answers indicate that
students reviewed their performance before showing the videos
to the class. erefore, the implementation of the video achieved
the objective of promoting students’ self – evaluation. ese re-
sults substantiate what Shrosbree (2008) stated about the videos
and one of the pedagogical uses of this resource which is the pro-
motion of self – evaluation. Students have the possibility to pay
attention to their language, their gestures, and the content of their
presentation before handing it to the other members of their class;
if they consider that they need to improve one of these aspects,
they can repeat the task until they feel satised.
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Self- Evaluation of Performance
Another question in the instrument, as well as in the fourth vi-
deo in each course, was: How would you evaluate your performan-
ce? Some students used such adjectives like poor, fair, acceptable,
good, and excellent; some others used number from 1 to 10, and
from 1 to 100. e numerical equivalence was easy to get. To get an
equivalent meaning to these two ways of evaluation, the instructor
used the table included in Chapter VII, Article 25 of the University
Regulation. Final grades at the University are reported in numeric
scale, but the regulation allows the possibility to give a qualitative
equivalence to those numbers. Table 2 explains those meanings.
T
E
UCR’ R
Grade Meaning
9,5 - 10 Excellent
8,5 - 9 Very Good
7,5 - 8 Good
7,0 Enough / Acceptable
6,0 – 6,5 Not enough / Poor
Source: Reglamento de Régimen Académico Estudiantil, UCR
Students produced a total of 111 answers when they evaluated
their performance in the video. Most of them revealed satisfaction.
Table 3 shows the distribution of the answers regarding how stu-
dents evaluated their presentation.
T
D –
Criteria Number of Answers
Very Good / Excellent 12
Good 48
Enough / Acceptable 25
Not enough / Poor 1
Does not indicate 25
Total Answers 111
Source: Answers provided by participants
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Some participants included some sentences and phrases to ex-
plain their answers to the question How would you evaluate your
performance? ese expressions referred to the need to improve
some specic areas. e following are some examples of students’
answers:
It was good, but I can improve it.
My performance was good, but I need to practice more.
I think I could do better.
ere is too much to be improved.
I was well, but I know that I can do it better.
Implementing the video and asking learners to evaluate their
performance was eective to develop self – evaluation. e results
presented above as well as students’ expressions demonstrate that
learners could identify their weak areas. For Jones (2005) during
the peer and self – assessment activities, it is relevant that students
know what they need to focus on; this is achieved if the assessment
criteria are clear for them. For this purpose, it is important to re-
member that the peer evaluation instrument used asked students
to focus on their partner´s delivery, content, and accuracy. So, it
was not strange that when they self-evaluated, they would focus on
the same aspects. e answers provided the participants are also
consistent with the results of the case study by Sober (2009).
Improving their Performance
In order to guide the self-evaluation activity, there was a ques-
tion that specically asked learners to answer the following ques-
tion: What things would you improve about your performance? e
answers provided by the learners referred to the criteria used by
the instructor when grading their oral performance in the other
assessment activities of the course. e teacher measured delivery,
content, accuracy, and comprehension and uency. To analyze the
information, the instructor classied students’ expressions accor-
ding to the number of times these criteria were mentioned. Each
expression was counted as one answer to be able to identify the
area that worried the students the most. Some participants provi-
ded more than one reply; in total, students produced 137 respon-
ses. Most were related to pronunciation and uency, as well as to
delivery. Table 4 shows the distribution of the answers provided by
students regarding what they would like to improve.
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T
A
Criteria Number of Answers
Delivery 40
Content 27
Accuracy 15
Comprehension and
Fluency 55
Total Answers 137
Source: Answers provided by participants
Students’ answers indicate that participants identied those
areas of improvement. ey gave more value to comprehension
and uency and to delivery. As stated before, one reason for this
situation could be that the instruments used by the instructor to
evaluate them in the course included the same aspects, as well as
the peer evaluation guideline which as designed in accordance
with Jones (2005), who indicates that the criteria must be clear for
participants. As happened with the previous questions, participant
also provided sentences and phrases to clarify their answers. e
following are some of these literal expressions:
May be talking a little bit more uently.
To provide more details
Fluency, vocabulary, and more condence
Posture and eye contact
Being less worried and nervous
I would try to organize better my ideas.
Naturally body language
Fluency, enthusiasm
Being less worry and nervous
I can improve my pronunciation and grammar.
e answers provided to the question related to what they need
to improve are consistent with the answers about their performan-
ce. In both situations learners were able to identify those areas
they need to improve. Consequently, implementing the video in
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the language class was helpful to promote self-evaluation. ese
answers reinforce what Jones (2005) and Sober (2009) indicated
about peer and self – evaluation.
e last question of the instrument was: Did you like the
activity? It is important to take into consideration that the activity
itself included these steps: the recording of the video, the peer –
evaluation, and the self – evaluation. All the participants answered
that they did like it. Some even explained their answers. ese are
some of their answers; they are presented the way students wrote
them:
Yes, it helps a lot according to condence.
Yes, it´s really good and help us.
Yes, it´s a way to share opinions, knowledge and advices.
For sure is one of the challenging activities but its doable.
Yes, I loved it.
Yes, I had a lot of fun.
I really liked it because I felt freedom when I did it.
Yes, I loved the part of the “feedback” because my classma-
tes told me the truth.
Yes, I think these activities help my pronunciation and vo-
cabulary.
Pronunciation, condence, give more ideas and examples
ese responses show that students reacted positively to the
implementation of the video to promote peer and self – evalua-
tion in their English class; they could also identify some of the
advantages of this learning experience. ese results are consistent
with what research says about student engagement: “Students who
are actively engaged in their learning through formative assess-
ment tasks are more likely to become aware of learning gaps and
the need to nd and use more resources to address these gaps”
(Ndoye, 2017). Students’ answers regarding the eectiveness of
implementing peer and self- assessment activities should motivate
more language instructors to use the video in the language class as
described above.
Conclusions
Peer assessment was achieved through clear instructions and
the provision of a specic class time in the language course. Lear-
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ners could provide oral and written feedback to their equals using
the videos recorded and the guide prepared by the instructor. Par-
ticipants knew these comments were not going to be taken into
consideration by the instructor when grading their performan-
ce in each video. is was relevant because they would feel their
classmates ‘comments would not bias the teacher. ey would feel
more at ease when giving and receiving feedback.
Even though some participants did not answer all the questions
in the instrument, self – assessment was achieved through the ins-
tructions for the recording of the video and the indication that the
instructor was going to grade them and that their partners were
going to watch them too. For the instructor, students did practice
self – evaluation because most of them reported to have recorded
the video more than once before sending it for evaluation; howe-
ver, more research should have been done to conrm if the num-
ber of times they recorded the video was strictly related to their
evaluation of language performance.
e use of the video has been recognized as a useful strategy
in the language class. e main contribution of this article is that
the video was implemented to promote peer and self – evaluation
and results show that students beneted from it, since they could
identify some areas that they needed to improve in their language
competence. Even though the results of this study relate to a spe-
cic activity implemented in two university language courses, it is
expected to motivate instructors of other subjects to use the video
to promote such critical thinking skills as peer and self – assess-
ment. Furthermore, more comparative research should be done to
determine if those peer and self-evaluation activities besides hel-
ping learners to develop critical skills will also inuence in their
language performance.
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