This paper explores students’ and teacher’s experiences with project-oriented learning, as a form of critical pedagogy for Korean English language teaching. The teacher in this study developed and implemented a model of project-based instruction into a Korean tertiary context. The data set consisted of learner journals, teacher journals, and interviews. Six findings were ascertained: (1) The project approach created resistance from both the students and the teacher; (2) Communication between the teacher and the students eased the students’ frustrations; (3) The goal-oriented nature of project work encouraged students to construct linguistic and topic-related knowledge; (4) Group work promoted independent and collaborative learning; (5) The teacher’s role as a facilitator continued to confuse the teacher; and (6) Plagiarism seemed to limit student learning. Based on the findings, two pedagogical implications were drawn: Studentcentered approaches in large low-level classes would require some degree of teachercenteredness in order to respond to language demands; and learner and teacher journals can serve as an indicator of a need for teacher-centered methods.

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Critical Pedagogy and ELT
  2.2. Critical Pedagogy and ELT in Korea
 3. METHODOLOGY
  3.1. Research Framework
  3.2. Methods of Data Collection
  3.3. Methods of Data Analysis
 4. FINDINGS AND DISCUSSION
  4.1. Students’ Perception of the Project-Oriented Course
  4.2. Teacher’s Perception of the Project-Oriented Course
 5. CONCLUSION
 REFERENCES

• Mi Kyong Kim(Sunchon National University)