English-Major Students' Self-Reports on Their Experiences Using Video Self-Recording Technique

English teaching and learning quality have received remarkable attention from Vietnamese educators. Innovations in language teaching and learning are, therefore, encouraged. Video self-recording technique has been recommended to use in English classrooms. Nonetheless, studies on this technique have been limited in the Vietnamese context. Accordingly, this study was designed as a mixed-method approach to examine 195 Vietnamese tertiary students’ perceptions of the technique’s benefits in their language learning. The results from a questionnaire and 20 semi-structured interviews indicated the technique’s remarkable contributions to students' development in both linguistics and non-linguistics aspects. Regarding non-linguistics-related benefits, the students perceived the technique to develop their learning autonomy, ICT literacy, and their use of non-verbal expressions. For linguistics-related benefits, the technique fostered their self-evaluation abilities, activated their background knowledge, and improved their English pronunciation. Based on the results, English instructors are encouraged to apply this technique in their classes.