The present study examines the effect of self-evaluation on Spanish oral performance of nine second-language university students in an intermediate conversation course. Participants were asked to submit multiple drafts of digital video recordings of themselves practicing language functions throughout a semester. Participants also reflected on their individual speaking performances using a retrospective self-evaluation after watching each recording. Themes identified in the self-evaluations served as the basis for a teaching training intervention. The results of the self-evaluations and questionnaires demonstrated that learners perceived increased ability in and awareness of their own speaking skills through progressive speech draft submissions and analysis of peers' samples. All participants valued the process-oriented approach and the training intervention employed in the course. The findings support the use of videos, self-evaluations, and training interventions as effective tools in second-language speaking courses to improve speaking abilities. (Contains 2 tables and 1 note.)