Abstract
This article discusses how to overcome the language and cultural issues of using existing online videos in classroom discussions with nonnative English-speaking groups of students, through student-produced videos given as an authentic educational assignment. Implementation of the assignment and the use of student-produced videos in classroom discussions in a Master of Business Administration (MBA) program in an Asian context are described. Use of peer-instructor evaluation to enhance the meaningfulness of the assignment is also explained. Overall, the assignment led to more active and deeper learning for students, while providing a collection of videos to be used in future teaching for nonnative English-speaking students. Furthermore, recommendations for making the assignment more effective are provided.
Published Version
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