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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Best video CV/resume ever – Nick Gray

Date of Publication


Target Group


Domain Area

Business & Communication
International Relations
Journalism & multimedia
Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level

Type of Material


Linguistic Features



Critical Thinking


The resource is a YouTube video available online since June 10 2020. It’s a very good resource for a warmer/lead-in activity to introduce the topic of employment and job application, but it can also be used in other stages of a lesson (check guidelines). This technique of video CV is mainly aimed at candidates who are applying for busy companies which receive tons of written CVs/resumes per year. This is a very good way of securing job interviews and increase the chances of being hired. But other candidates in areas other than business and communication (e.g. tourism, teacher education, journalism and multimedia) can also resort to it. The resource could support a project-based lesson.

Case study

This resource was used in a class of 22 students studying the BA degree in Foreign languages: English and Spanish. Students were attending a C2 English language course, English Language VI, part of the 3rd year plan of studies. As part of the syllabus, students were discussing the topic of money matters, of which employment and jobs were a subtopic.
As this was implemented in the second semester of 2020/2021, during the peak of the pandemic, where blended learning became the most common teaching/learning system, this video CV became a more appealing and motivating resource for the students.
Students recalled the organisation and writing of a Curriculum vitae and cover letters. However, to make them step out of a more traditional way of writing CV and aiming at making use of technology easily available nowadays, students were asked to watch this video CV as a model for the one they would have to make at home, as part of a project assignment.
In a more digital and competitive business world, many companies do not have time to read all the CV they receive every day, so a video CV seems to be the best solution. Faced with this new reality, students then watched this video CV and, following a project-based approach, they had to design their own video CV. They were given around two weeks to have it ready. The students enjoyed watching this video CV, on YouTube, and their results were indeed very good, making original and very engaging video CVs which they can later use when applying for a real job soon.


Based on project-based learning, this resource could be the perfect drive for the development of a project initiated in class and finished at home.
The following steps are suggested:
Lead-in: elicit from the students types of CV/resume they know of and the kind of information they should provide. Ask them also if they have their own CV. If not, they will learn how to create one.
Step 1: Show students models of written CV and ask them which one they considered more appealing and which one they would interview and then hire if they were the employers.
Step 3: After assessing the written CVs, students are asked about video CVs, and then they are shown the example of the video CV indicated here. Compare both types of CV. Take conclusions: most probably students will find the video CV more engaging and less boring. Highlight the idea that a video CV does not replace a more complete and more formal written CV, it is used to supplement the written CV.
Follow-up activity: based on this video CV (as a model), students make their own video CV/resume to be sent to one of the suggested employers (indicate three or four so students can choose and adapt their profile to the job required) (project work).


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


This resource matches both lecturers' and students’ needs. It supports teachers in their lessons as a way to illustrate a creative and innovative technique concerning the topic of job applications. In addition, it also challenges students to become innovative, in a very competitive and technology-based world. Learners who want to apply for a job and need to learn from an example can also watch it online, on their own. Even though there are many of this type available on YouTube we chose this one as a very good example of a video CV to be shown to students. It has more than 8000 viewers. Technically, it is very easy to use and easy to access.
This resource has huge potential as regards its transferability and possibility to be used/applied in other languages as the idea can be easily replicated in more than one language, depending on who the target employer is.
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