Language teachers and multimodal instructional reflections during video-based online learning tasks

Abstract

ABSTRACT This study explores the multiple ways in which a group of five in-service language teachers reflected in an online video-embedded learning environment. The findings suggest that when engaging in video-based reflective tasks, teachers evaluated and interpreted instructional practices presented to them based on multimodal classroom interactions (i.e. both verbal and non-verbal actions such as pause, gaze or body language). Furthermore, through reflecting on the multimodal classroom interactions, teachers also developed new awareness about their instructional practices and zoomed in on teaching techniques essential for language teaching. The findings stressed the importance of approaching teacher reflection from the multimodal perspective afforded by technology such as videos.