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In this presentation, two teachers will introduce an action research project in which video journals (VJs) were implemented in their respective intensive English and Spanish language university classes. Following Kemmis and McTaggart’s (1998) four-part action research sequence, the initial VJ program (Skeates, 2011) and the effects of context on implementation is explained. Next, observations of in-class student interaction, VJ content, the results of four questionnaires, and regular teacher meetings are discussed. The presentation will conclude with what future VJ programs will entail, which will enable participants to ponder the suitability of adapting VJs to their teaching context.