DOI: https://doi.org/10.36719/2706-6185/54/55-59
Vusala Hasanova
Azerbaijan University of Languages
PhD student
https://orcid.org/0000-0003-3529-032X
vusalahasanova1986@gmail.com
The Impact of Educational Videos on the Learning
Process Through Supercognitive and Mirror Effects in Modern Second Language Teaching
Abstract
As digital video content has become a primary tool in the acquisition of English as a Second Language (ESL), a pedagogical gap has emerged between passive consumption and active language mastery. This article proposes a new “Mirror–Metacognitive Framework” to bridge this gap. By synthesizing Mayer’s Cognitive Theory of Multimedia Learning, Flavell’s concept of Metacognitive Regulation, and the neurobiological foundations of the Mirror Neuron System (MNS), the study examines how video acts as a “reflective surface” for language learners.
The discussion describes a three-stage pedagogical cycle that transforms video-based experience from “edutainment” into a serious cognitive tool — Controlled Mirroring (Shadowing), Metacognitive Monitoring, and Autonomous Mirroring (Self-Vlogging). The results show that when learners observe their own performance, imitate it, and later compare it with a digital model, they achieve higher phonetic accuracy, reduced foreign language anxiety, and stronger learner autonomy.
The article concludes with practical implications for curriculum designers and recommends a transition to reflective, video-centered ESL environments.
Keywords: second language learning pedagogy, metacognition, mirror effect, video-based learning