ABSTRACT

This paper discusses specific benefits of the project-based curriculum in advanced Korean classes. A theoretical background is presented, and some actual cases of project-based curriculum in upper-level college Korean classes are demonstrated through a discussion of course design and students' self-evaluation of their own learning within the curriculum. For theoretical discussion, the historical background and various definitions of project-based instruction (PBI) are presented. Advantages and challenges of the PBI approach in second (or foreign) language classes are also explored. For case studies of PBI, the course syllabus, course design, and content of fourteen actual individual projects are introduced. In the main part of this paper, student feedback on PBI classes is analyzed in order to assess the advantages of PBI. An analysis of students' own assessments of their learning processes in PBI classes reveals that PBI classes have very positive elements, including the ability to help students improve their various learning skills, deepen their knowledge of content, and improve their language skills.

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