To determine whether the use of 8mm sound film recordings facilitated the process of self-inquiry and increased self-perception, this study compared results of two sections of a methods course in the teaching of secondary school English in which an experimental section developed and analyzed 5-minute sound film recordings. Each experimental student assumed the role of the teacher, while the remaining control-group members assumed roles of the particular grade and academic-ability levels assigned them by the teacher-in-training conducting the demonstration lesson. Demonstrations were interrupted frequently to encourage feedback and to analyze problems of group dynamics. Data were gathered from (1) a questionnaire administered at the first and last meetings of both groups, (2) the experimenter's observations of both groups for each class meeting, (3) each student's self-observations of his demonstration lesson, and (4) tape analysis by the experimenter and a clinical psychologist. Results showed that a significant difference in the teaching-learning situation occurred, and that recordings increased sensitivity to such interpersonal relationship factors as rapport, gestures, mannerisms, movement, and assumption of responsibility for the effects of one's own behavior. (Author/JM)