This paper aims to suggest the significant use of video-recording in the field of English literature education in Korea and provides a sample self-analysis of an undergraduate American Fiction class. The primary objective of the video-recorded class is to look at literary works from various perspectives, and the objective breaks down into two specific sub-purposes: one is to read Edgar Allan Poe`s "The Black Cat" and Nathaniel Hawthorne`s "Young Goodman Brown" from various strands of literary criticism, and the other to develop critical thinking abilities. The two tasks are fulfilled through a series of class activities. The two-hour class begins with freewriting, reading responses, biographical and historical information, and, in the second half, moves on to small- andlarge-group discussions. Group discussions cover six categories of topics and questions that represent different branches of literary criticism: humanistic, structuralist, feminist, psychological, formalist, and deconstructionist approaches. In addition to the analysis of class content, various factors-e.g., class seating configurations, time management, voice and gesture of the professor, amount of interactions between the professor and students -are also analyzed in this paper. A video analysis like this can help the professor to reflect upon his or her teaching style. Although video-recording has already been used for the past fifty years in other fields, the Korean academia of English literature has generally been somewhat slow in adopting recent developments of teaching methodology. Given this context, video-recording can be utilized as a crucial pedagogical tool for self-reflection in English literature education. (Hanbat National University).