The use of reflective video journal has been researched extensively in the areas of nursing, teacher training and other professional developmental courses. It has been proven to leave positive impacts on its practitioners in reflecting on their professional practices and trainings thus, further help them to become better professionals. However, its usage and acceptance to be used in English oral presentation class as a supplementary task to help students in their oral presentation performance has been under researched. The need to gauge their views seems crucial as to see how well could it be suited with their current practice, thus this had become the main aim of this study. A group of fifteen semester one Diploma in Accountancy students from The Polytechnic of Seberang Perai, Penang Malaysia, taking English for Communicative Purposes course volunteered to participate in this study. They were assigned with two English oral presentations tasks, where both presentations were recorded, graded and compared. In between, they were asked to do seven reflective video journals based on their performance for the first oral presentation. An interview was conducted at the end of the process as a mean to gauge their views on the use of reflective video journal in English oral presentation class. From the analysis, it was found that even though they were some problems faced by the students in doing the reflective videos, they viewed and welcomed its incorporation positively. As a whole, it is concluded that with some adjustments and proper planning, reflective video journal can be used as a task to help students improve their performance in English oral presentation class.