Video is commonly employed as curriculum enhancement in the foreign language classroom. The use of video as a mediation tool for language production tasks is relatively less cognizant by researchers and practitioners, which points to an area worthy of investigation. This study, therefore, aimed to examine the potential of learner video production as learning mediation from a constructivist perspective. More specifically, this paper focused primarily on a group of English learners' development of oral proficiency and explored how digital video recordings of their oral presentations in class might serve to enhance subsequent reflection on their in-class language performance, and thus, contributed to language learning. The term "video enhanced reflection" was coined in this investigation to capture the mediation role played by video (technology) in the reflective practice of the English learners. Findings of the study bear pedagogical implications for utilizing technology as a mediation tool to enhance output-based instruction in foreign language learning. (Contains 3 tables.)