ABSTRACT
Video-stimulated recall has been widely used as a research tool to collect data across disciplines in order to examine cognitive, teaching, learning, and decision-making processes. Its use as a reflection tool by learners in second-language learning is, however, limited. This chapter presents the opportunities and limitations of reflection as mediated by video-stimulated recall, as well as a review of research that has used videos to facilitate reflection. It then introduces another practitioner research study to illustrate the use of video-stimulated recall in mediating reflection in order to help practitioners understand the research and its pedagogical implications. The literature review and empirical evidence derived from this chapter are further built upon in Chapter 11 to offer practical implementation strategies; they also serve as a potential model that practitioners can adapt to their own teaching context in formulating their own practitioner research.
