This paper shares a classroom practice that integrates student-created short-form video projects into beginner Korean language courses at a Philippine university. The activity was designed to provide learners with opportunities to use Korean in meaningful communicative contexts beyond traditional worksheets, quizzes, and oral recitations. Students created short videos such as introductions, conversations, advertisements, and vlog-style presentations using Korean vocabulary and grammar introduced in class. The process involved scriptwriting, rehearsal, filming, editing, and subtitle production. Student reflections indicated that the activity supported language learning in several ways. Writing scripts encouraged learners to apply grammar and vocabulary within realistic situations, while repeated recording allowed them to practise pronunciation and refine their delivery. Many students also reported that editing and adding subtitles became additional opportunities to review and reinforce language forms. Furthermore, learners used gestures, visuals, and other multimodal resources to communicate meaning when their linguistic proficiency was still developing. The paper discusses the implementation of the activity, key observations from student responses, challenges encountered during the process, and practical recommendations for Korean language educators interested in incorporating video-based tasks into their own classrooms.