Abstract

The purpose of this study is to demonstrate how Korean as a Second Language (L2) instructors can closely monitor beginner students’ progress in learning specific target language forms and features and use them in real-world communications—particularly in presentational speaking mode—by incorporating standard and performance-based audio-visual portfolios into teaching practices. An “audio-visual portfolio,” as defined in this study, incorporates a multimodal process of the language and culture, contains evidence of the learner’s work, and shows the learner’s growth over time. Each task in this audio-visual portfolio project is designed to elicit meaningful communication production in the context of performing the assigned tasks. Implementing standard-based performance tasks like audio-visual portfolios, in teaching beginner-level L2 Korean, can contribute to students’ learning outcomes, as they can keep learners motivated and aware of expected criteria (Cox, 2017; Cox et al., 2018; Fall et al., 2008; Fortune & Tedick, 2015; Hubert, 2013; Magnan et al., 2012; Miller, 2019; Rubio & Hacking, 2019).

In this study, the students in a first-semester L2 Korean course aimed to reach the “Novice-High” proficiency benchmark set by the course based on the ACTFL’s (2012) proficiency guidelines in presentational speaking. Researches showed that the current general program proficiency benchmarks set for the standards-based expected goals in speaking underestimate or insufficiently measure L2 Korean students’ overall learning outcomes and performances (Kaplan, 2016; Norris & Pfeiffer, 2008; Potowski & Carreira, 2004). In light of these findings, which imply that current curricular proficiency goals may underestimate potential and actual learning outcomes for language learners, L2 programs should consider adapting and revising their learning goals based on learners’ achievements. In addition, offering comprehensive guidance to students regarding each proficiency level’s expectations can help them develop awareness of their speaking performance goals and encourage them to meet those expectations (Gass et al., 2019).

This study offers a rationale for maintaining an audio-visual portfolio throughout a first-semester, beginner-level L2 language course and describes the goals of each assigned performance task, procedures for creating a portfolio, and how to provide feedback and corrections. It also presents examples of learners’ Can-Do statement rubrics, assessment criteria, sample portfolio products, and reflections. Finally, pedagogical implications and practical issues are discussed.