The sociocultural adjustment of Chinese graduate students at Korean universities: A qualitative study

Kwon, Yangyi

doi:10.1016/j.ijintrel.2013.06.004

Cited by 23 publications

(21 citation statements)

References 29 publications

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“…According to Kwon (2013), international graduate students studying in Korean higher education frequently experienced difficulties interacting with local students. Although they needed to form friendships with local students, they were often faced with the possible disinterest of domestic students in initiating interaction with the international students.…”

Section: Discussion Of Understanding Elf and Use Of The Local Languagementioning

confidence: 99%

“…The interviewed students were found to have stronger sociocultural needs than the others and to be conscious of cultural differences in support programs for international students. These sociocultural needs have significant bearing on academic adjustment, according to Kwon (2013). In Korean graduate schools, as Kwon (2013) shows, Chinese graduate students' sociocultural adjustment experiences are not limited to language competency or biased stereotypes.…”

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confidence: 99%

“…These sociocultural needs have significant bearing on academic adjustment, according to Kwon (2013). In Korean graduate schools, as Kwon (2013) shows, Chinese graduate students' sociocultural adjustment experiences are not limited to language competency or biased stereotypes. Rather, their perceptions are formed along with perceived cultural distance and the level of interaction with Korean students.…”

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confidence: 99%

“…As some researchers (Bartram, 2008;Kwon, 2013) highlight, international students working with nonnative English-speaking local students need support for their interactional, social needs, with local students. Not only the cultural programs but also the local, Korean language program needs to be structurally presented either in a curriculum or extra-curricular activities.…”

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confidence: 99%

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Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Kim

Tatar

Choi

2014

Language and Intercultural Communication

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This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The data consist of questionnaire responses of 249 Koreans and 61 international students from non-English-speaking countries and qualitative interviews with 23 Korean and 9 international students. Korean participants were found to perceive the effect of English proficiency on achievement (ENG) to be significant, while their confidence in participating in activities in EMI (ACT) classes was the lowest. Whereas the international students did not relate ENG to other factors of EMI, Koreans perceived this factor to be relevant to all the aspects of EMI. During the interviews, international students, with a limited level of tolerance of Korean use, were found to experience frustration with the lack of interaction in their courses. We discuss the findings in terms of ownership of English and highlight how important it is for the Korean and international students to have a shared definition of the role of English as a lingua franca in an EMI classroom.

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Section: Discussion Of Understanding Elf and Use Of The Local Languagementioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Kim

Tatar

Choi

2014

Language and Intercultural Communication

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“…Therefore, several studies have been carried out in various contexts in order to better understand individuals' acculturation process in a new environment, seeking to minimize their acculturative stress, including studies in the United States (Gebhard, 2012;Yeh and Inose, 2003), Australia (Hisham Motkal, 2013;Leung, 2001), New Zealand (Leong, 2007;Masgoret, 2006), and the United Kingdom (Mehdizadeh and Scott, 2005;Swami, 2009), European countries including France, the Netherlands and Sweden (Berry and Sabatier, 2010;Vedder, 2005), China (Dong, 2009;Huang and Chang, 2011), Hong Kong (Tonsing, 2013;Yau et al, 2012), Japan (Tanaka et al, 1995), and Korea (Kwon, 2013), to name but a few. However, the issue of the acculturation process has not been empirically examined in the context of Malaysia, an emerging education hub, in order to shed some light on the acculturation attitude of international students and its antecedents (Yusliza and Shankar, 2010).…”

Section: Introductionmentioning

confidence: 99%

Integrating two cultures successfully: Factors influencing acculturation attitude of international postgraduate students in Malaysia

Shafaei

Razak

Nejati

2016

Jnl of Research in Internatl Education

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Based on Berry's seminal work on the acculturation process, this study examines the pattern of acculturation attitude among international postgraduate students in Malaysia, an emerging education hub in Asia. It also investigates the influence of several demographic factors (gender, geographical region, marital status, and education level) and predictors (English language proficiency, media usage, intention to stay in the host country after graduation, and perceived positive stereotype image) on international postgraduate students' four acculturation attitudes integration, separation, assimilation, and marginalization. Our survey of a sample of 1186 international postgraduate students reveals that the most prevalent acculturation attitude chosen by the international postgraduate students is integration. The identified predictors are shown to positively influence integration attitude while the demographic factors have no significant effect on international postgraduate students' acculturation attitude in Malaysia. Study findings provide valuable insights for education policymakers and university administrators to manage and address the needs of international students via effective acculturation programs.

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How perceived rights and duties influence identity positions in an international TESOL graduate program

Rabbidge,

Gomez

2024

TESOL Journal

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The continued push to internationalize Korean higher education means that international and Korean students are enrolling in courses that are undergoing dynamic changes that neither group may be prepared for. This research investigated how the experiences of international students and Korean students who attended the same TESOL graduate school assigned identity positions to each other and their professors during such courses. Using positioning theory allowed this qualitative study to illustrate how participants assigned perceived rights and duties to act, know, or believe in accordance with who they believed they, and other people were, on their program. Violations of these perceived rights and duties resulted in assigning negative identity positions that previously were limited in description to vague “tensions” which impacted international student performance. Findings explain how cultural differences connected to language, participation, hierarchy, and friendships were keenly felt by all participants, and the perceived rights and duties that were violated due to these differences reinforced the marginalized identity position some international students felt.

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The sociocultural adjustment of Chinese graduate students at Korean universities: A qualitative study

Cited by 23 publications

References 29 publications

Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Integrating two cultures successfully: Factors influencing acculturation attitude of international postgraduate students in Malaysia

How perceived rights and duties influence identity positions in an international TESOL graduate program

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