The decision of a West German English teacher training program to make its own videotapes in the classroom as a replacement for outdated instructional films resulted in heightened student motivation and creativity. Experimental use of the technique in schools produced increased teacher trainee confidence, greater pupil readiness to speak the language, and in individual cases, modifications in pupil character and behavior. The advantages offered by videotape technology and active participant involvement promote substantial gains in language skills and knowledge. As a medium for self-observation, videotaping can be used to reduce anxiety and insecurity; to promote the pragmatic use of language, mimicry, and gestures; and to practice communicative measures such as corroboration, enlarging on a point, provocation, teasing, and expressions of disbelief, incredulity, and annoyance. The many uses of videotape recordings include training, self-observation, observation of others with or without assistance, animation, and videotherapy. Use of videotaping with the initial teacher group began in playing out situations occurring upon landing in England with small groups, but interest in participating drew in additional students, props, and communication among participants and with third parties. Overall, the videotaping was found to be a psychologically stabilizing factor in the class, and has led to other instructional ideas. (MSE)