Abstract
The present study examined 89 English language learners' experiences of reflective tasks in three systematically designed courses. Adopting a design‐based research method, the purpose of this paper was to investigate a pedagogical design with a focus on tailoring digital video technology to support reflective tasks for language learning in multimedia environments. The reflective task featured in the present study went through an iterative design process with regard to task‐completion formats and tools during 2006 to 2008. The main lessons learned from this research were discussed to provide insights into multimedia integration in language classrooms as well as to call for more design‐based research in educational settings.
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