Using Videos as Authentic Material to Encourage University Students’ Autonomy in Reflective Writing

Abstract

This research investigates the impact of incorporating videos as a pedagogical tool to encourage reflective writing among university students and enhance their writing autonomy. This study aims to address the challenges students face in reflective writing tasks, by exploring how videos can be effectively integrated into the writing curriculum to promote reflective thinking and independent writing skills. The research methodology involves a mixed-methods approach, combining qualitative analysis of student reflections and writing samples with quantitative data on student engagement, writing proficiency, and perceived autonomy in writing. A group of university students in the Written English discipline participates in a writing activity incorporating video prompts, reflective prompts, and self-assessment and peer feedback opportunities. Data is collected through a survey, a writing task, and focus group discussions to assess the impact of video-based interventions on students' reflective writing practices and writing autonomy. Preliminary findings suggest that using videos as a stimulus for reflective writing can enhance student engagement, deepen reflection, and improve writing quality. Furthermore, students report increased confidence in their writing abilities and greater ownership over their writing process. However, challenges such as varying levels of digital literacy, and the need for support in interpreting and analyzing video content is identified. The implications of this research extend to curriculum design, pedagogical strategies, and educational technology integration in higher education settings. By leveraging the affordances of videos to stimulate reflection and promote autonomy in writing, educators can create more engaging and effective learning experiences that empower students as self-directed learners and proficient writers.