Student Podcasts (Fall II, 2014)

For my advanced listening class this term, we used the Q: Skills for Success series of books. The level 5 listening book contained a number of radio interviews and podcast-like audio texts. I decided to use this format (which the students were familiar listening to) to structure their final project.

Students worked in groups, chose a topic they were interested in, and followed a lose format that included an introduction (discussing related news), a central discussion focused around an authentic media clip, discussion of interviews conducted with non-ELL students on campus, and a closing.

Some of the requirements include using only notes (and therefore not reading but actually having a discussion), using certain phrases and vocabulary, and holding discussions at an academic level (i.e. beyond personal experience).

This is the first time I had done podcasts, and while I liked it, I think it was too much work for the students in terms of editing and finding times to meet. That being said, having a recorded natural discussion allows for a great level of feedback on grammar, speaking skills, and pronunciation.

Please enjoy my students’ podcasts!

Student Video Projects – Spring 2014

The final project for this semester’s High-Intermediate English Conversaton classes was to make a video based on the themes of work, time travel, or movies. Students had to use a number of grammar, vocabulary, and other language points they learned throughout the semester and combine them in a creative and interesting short film. The results were very good! Please enjoy! Feel free to comment.

The Professor’s Office
A “The Office” parody which follows a strange professor and his assistants.

Watching Modern Family
Students reenact a scene from Modern Family and then talk about the episode. Very funny!

Movie Talk
Students talk about “Dead Poet’s Society” and parody a scene. Great parody!

Back to the Future
Students parody “Back to the Future” and film a post-apocalyptic nightmare.

Weird People at Baskin Robbins
Strange customers and a harsh interview – the world of Baskin Robbins is interesting.

Time Travel
A student gets zapped to the future and sees what its like.

Job Interview
Students go in for a job interview and are not happy with the results.

LIEC Magazine Projects (Fall 2013)

This semester, like last year, Low-Intermediate English Composition students took their hard work and transformed it into beautiful magazines. At the beginning of the semester, students made groups and decided on a broad magazine theme. Topics included music, fashion, health, travel, Korea, and men. Throughout the semester, all student writing assignments had to fit within their selected themes. At the end of the semester, students took their informal (unrevised and unassessed) and formal (revised and assessed) writings, added some creative elements, and made magazines to display their hard work. Students made beautiful, printed copies for others around the school to enjoy. They also created PDFs. I invite you to browse the magazines and leave any comments about the students’ work!

Student Magazines

Research Paper Summary Video Project

The overall goal of my Advanced English Composition (Fall, 2013) course was to learn the necessary skills needed to research, analyze, and write a well-argued research paper – a task my students had never attempted. Among the different assignments in my course, students had to write a group research paper and a final independent research paper on a topic of the students’ choice.

For the final assignment, I wanted students to celebrate and share their hard work with their classmates; I wanted to give them an more meaningful outlet for their work than just a paper for the teacher’s eyes. Last year, I had students do in-class presentations. I was really impressed with the quality of and response to them, but due to class size, could not complete them this semester. Instead, I found another way for students to present their work in a short amount of time. Inspired by the idea of pitches, I decided to have students create two-minute summaries of their research papers. I would then video record their summaries and splice together their mini-presentations to create a kind of research paper montage for each class. This ended up working much better than I thought and I think I will continue to use this idea in the future.

I gave students the task to create summaries over the weekend (you can check the link for specifics). Then, for class time, I set-up a camera in an empty office. The camera was rolling and I sent students in there one-by-one to record their summaries. I compared the camera room to the confessional booths you see on reality TV shows. Students thought that was pretty funny. Since the camera was already rolling, students wouldn’t have to fiddle with any equipment. I told them to make an X with their arms are start again if they made any mistakes. I didn’t tell them that I would take these X scenes and make a blooper reel at the end – that was a surprise. While students were recording, I assisted waiting students with either their summaries or their research papers. For students who were absent or for some reason could not record themselves, I allowed them to do it on their own with their smartphones, as long as it was in landscape. This was not a problem.

After all the videos were ready, I cut them up, edited out any mistakes and pieced them together. I also made an opening title sequence with scenes from Busan and our university. I then made the credits and blooper reel, and put it all together into the two films you see below. While making the video, I realized it was going to be quite long (~30 minutes each). To sustain students’ attention, I decided to add fake job titles next to each students name in the video. Students thought this was hilarious. While watching the videos, students were literally in an uproar of hilarity. They just couldn’t stop laughing. It was an excellent touch with unexpected results. While watching the videos, I also gave them a fun task to complete.

In the end, the video turned out to be an excellent idea. It was a way for students to share their hard work and end the semester laughing hysterically. I consider this to be evidence of a successful semester, for myself and my students.

Enjoy the videos!

Opening Sequence

AEC 101

AEC 102


Student Video Projects – Spring 2013

(This post is being published at the end of the Fall semester because I completely forgot to upload my students’ videos to YouTube in a timely manner. Sorry!)

For the final project in my High-Intermediate English Conversation classes, students had to make videos that demonstrated the use of a number of lexicogrammatical items, pronunciation features, discourse markers, and other communication skills they learned throughout the semester. (You can see the detailed requirements here.) They then choose one of three themes, wrote scripts, and filmed their own short movies. I have been doing movies with students for a few years now, and the amount of hard work that students dedicate to these videos amazes me. I also think these projects are valuable for evaluating language skills (during script writing) as well as reinforcing language skills through repetition (filming and refilming takes) and meaningful usage.

I hope you enjoy the videos!

YouTube Video Tasks – Performance Assessments

This semester in my Low-Intermediate English Conversation classes, students were required to complete two or more YouTube video tasks as a kind of interim and performance assessment. There were ~10 tasks, each representing a unit covered in the book. Students could choose the task they wanted. Each task required the authentic use of the unit’s language skills. Some tasks required simple diary-type videos. Others required more creative videos. These tasks served as performance assessments giving students meaningful practice of key language points while demonstrating competence in using the points themselves, and the points in proper context.

I chose five exemplary videos that I really enjoyed (reposted with permission). Below is the video playlist. After the playlist is the list of student YouTube channels.

Student YouTube Channels
Note: some students may have deleted their videos and/or channels.

Class 103

Class 104

LIEC Magazine Projects

This semester, Low-Intermediate English Composition students took their hard work and transformed it into beautiful magazines. At the beginning of the semester, students made groups and decided on a broad magazine theme. Throughout the semester, all their writing assignments had to fit within the theme. At the end of the semester, students took their informal and formal revised writings, added some creative elements, and made magazines to display their hard work. Students made beautiful, printed copies for others around the school to enjoy. They also created PDFs. I invite you to browse the magazines and leave any comments about the students work!

Gone with the Movie Magazine PKNU Times Magazine
LIEC 101손윤진, 선시인, 박시영 LEIC 101김명혜, 천하나, 정연주 LIEC 101황준식, 배준혁, 김영
Soul WvaeMagazine Travel Mate Magazine Beatles Magazine

LIEC 101

박미진, 송주현, 전혜인

 LIEC 101김보미, 조지연, 임원주, 김정화  LIEC 102김현주, 손영은, 송유림
Movies Square Magazine PKNU Health Magazine Koreanism Magazine
LIEC 102김선아, 김은지, 최화희 LIEC 102황태현, 안준석, 박경남

LIEC 102

문지현, 임은진, 임은상

The Cine Magazine Univ.Trend Magazine  Savory Magazine

 LIEC 102

김태영, 이상아, 이지희

 LIEC 103

박미리, 서세라

 LIEC 103

김지은, 문수주, 정우영, 권중성

 Univ.Trend Magazine  Culture Magazine

 LIEC 103

김혜수, 배민지, 이윤경, 이채빈

 LIEC 103

김셰영, 고지환, Chen Peizhi,

Student Videos – Spring 2012 at PKNU

For the final project of the spring semester at Pukyong National University, students in my low-intermediate English conversation class made videos. They were given several options based on our textbook, Let’s Talk Three. Options included making a news report of fictional news, or a commercial for a newly invented product. The goal was to use the language from the book while making something very creative. Below are some videos from the classes. There were more, but some groups didn’t want to put their videos on YouTube.

“Pirates of Daeyon-dong” Trailer
(This is actually the end of a longer news broadcast)


“OMG News”


“PKNU News”

Zombie Survival Guide for Yangun Middle School

This winter’s English camp theme was zombies! Students learned how to recognize, escape, and fight zombies. This was a great way to engage with English in a novel, interesting, and fun manner. We did all sorts of games and activities. Students also contributed to a zombie survival guide, inspired by Max Brook’s “The Zombie Survival Guide“. Check them out below!

Endangered Species of Korea Project

All students in my second grade classes at Yangun Middle School had to do a group research project and presentation examining endangered animals in Korea. Each group was assigned an animal and had to introduce the animal and their habitat, their status, the reason they are endangered, and how we can help. I chose the best of the best and made the Endangered Species of Korea website to share this information with the world. Now there is another resource to learn about endangered animals in Korea!

Good work students!