The Academic Socialization Process of International Students in … · 2020. 9. 3. · 140 Ruzmetova, Nodira · Kim, Jungyin I. Introduction Newcomers’ adaptation to a new community

985172현대영어영문학985173 제64권 3호 Modern Studies in English Language amp Literature(2020년 8월) 139-69 httpdxdoiorg1017754MESK643139

The Academic Socialization Process of International

Students in South Korea

The Role of Culture in Group Activities

Ruzmetova Nodira middot Kim Jungyin

(Jeonbuk National University)

Ruzmetova Nodira amp Kim Jungyin ldquoThe Academic Socialization Process of International Students in South Korea The Role of Culture in Group Activitiesrdquo Modern Studies in English Language amp Literature 643 (2020) 139-69 This study examines the cultural views of international students in their academic socialization process in a South Korean university Within this backdrop the current study examines how collaborative learning during group activities assist international students to overcome their academic challenges and adaptation to the new academic community The study implements a qualitative approach which includes class observations semi-structured interviews classroom field notes and course documents of an English as a Foreign Language (EFL) course Data for the study collected one academic semester from September 2018 to December 2018 The findings show that different cultural views of five international students towards Korean classmates causes academic challenges for some of the participants Specifically international students gender views about class participation and also different understanding of politeness influences their adaptation to the new classroom and class participation According to findings collaborative learning during group activities help ease the participants academic socialization process and assist in promoting active classroom participation The current study has pedagogical implications presenting the significance of group activities when teaching international students (Jeonbuk National University)

Key Words international students academic socialization culture politeness collaborative learning group work

The research was supported by Research Base Construction Fund Support Program funded

by Jeonbuk National University in 2020

First author Ruzmetova Nodira Corresponding author Kim Jungyin

Ruzmetova Nodira middot Kim Jungyin140

I Introduction

Newcomersrsquo adaptation to a new community is one of the main concerns

of academic socialization research as in recent years the number of

international university students has been increasing throughout the world

(Global migration data portal 2020) For example new international students

encounter similar issues including language barrier power relations with

domestic students and adaptation to new setting Many studies on

international students and their learning experiences have focused on students

individual adjustment issues and on cross-cultural adaptation largely from the

perspective of psychological models (Altbach 1991 Haslberger 2005) These

studies mostly focus on international students adaptation processes

acculturation and cultural shock (Ward 2001)

There is still a need to discuss academic socialization involving adaptation

process to a new community and further understand this process in various

geographical areas This study contributes to the literature by exploring the

academic socialization process of a group of international students studying in

a South Korean university Moreover previous studies have paid relatively

little attention to how students cultural and gender views may affect their

academic learning and classroom participation Furthermore importance of the

teaching method such as group work activities used in the classroom has not

been on focus

In this study academic socialization refers to students adjustment processes

in a new classroom learning environment which involves interaction with

peers and participating in group work The researchers first explore

international students cultural views (including gender views) in the

classroom and the challenges they meet as a result of cultural differences for

example showing politeness by greeting and smiling Therefore group work

activities are discussed and it is assessed whether they inform international

The Academic Socialization Process of International Students in South Korea The Role of Culture in Group Activities

141

students academic socialization processes with regards to academic learning

To examine the students academic adjustment process and their academic

learning in these two contexts the following research questions will be

addressed

1) What cultural views are revealed by a group of international students who are

taking EFL classes in Korea

a What are the international students gender views during class

participation

b What are the participants impressions about their Korean classmates

c What is the meaning of politeness for international students with

different cultural background

2) How does community of practice work with regards to international students

academic learning and class participation through collaborative learning within

group work

a How did international students use community of practice in an EFL

course

b What are the international students opinions about collaborative work

during group activities

II Literature Review

21 Conceptual framework

Academic socialization process requires both teaching and learning and

therefore social and cultural cohesion is achieved through the studentsrsquo

academic socialization Socialization basically includes the entire learning

process across the course of life and has impact on the behavior beliefs and

actions of both adults and children (Augustyn amp Bauer 2010) In the


academic socialization process local students are already accepted all

classroom norms and thus do not have much challenges However

newcomers to foreign society such as international students have to adapt

foreign and unknown norms in order to be members of new society

Academic socialization involves a complex process of negotiating identities

cultures and power relations (Morita 2004) To examine best international

students academic socialization the current research has borrowed the

community of practice (CoP) theory introduced by Wenger (1998) The main

point of this theory is that people engage in social activities in their social

communities and as a result of their active participation they learn within

these communities and construct new identities The significance of this

theory to the current study is that the researchers discuss newcomers

positioning in the new academic community and reveals how they

(re)negotiate their identities through interactions with foreign classmates

during class activities Such practices point to the core idea behind Wengers

(1998) CoP theory In this study peer communication in group activities is

also indicative of the notion of the CoP because the participants of the

current study learned from each other by sharing ideas giving feedback to

each other and improving English speaking skills as a result of constant

interactions during group work projects

Figure 1


143

Wenger (1998)

As shown in Figure 1 the theory of CoP is composed of the key ideas that

constitute the meaning of CoP Four components of Wengerrsquos CoP theory

(community identity practice and meaning) are taken as the basis of the

figure Moreover it discusses what those components mean specifically in

this study

1 The concept of community involves international students as well as native

Korean peers

2 Identity refers to international students cultural identity which is informed by

their cultural background (eg greetings politeness) It also includes their

classroom identities (eg active or passive participant)

3 Practice is defined by students practices during collaborative learning and group

work

4 Making meaning refers to students academic learning in terms of language

improvement and gaining social knowledge in different topics from collaborative

work

22 Cultural influence on learning

The importance of cultures in students learning has been emphasized by

several researchers (Teng 2007 Eilisha 2007 Raymond amp Choon 2017)

Eilisha (2007) pointed out that students from different cultures have different

ways of learning as their behaviors and identities can affect their learning

Raymond and Choon (2017) researched Asian and Chinese students and

discovered that even though the Asian students including Chinese students

seem silent in the classroom according to some researchers (Murphy 1987

Chan 1999 Hing 2013) they are pro-active about asking questions and

welcome class discussions Moreover Raymond and Choon (2017) identified

cultural similarities in learning among students from different countries


According to their results Chinese South Korean and Vietnamese students

share similar learning styles based on teacher-centered learning the high level

of respect given to teachers and implicit communication among students

They found similarities between the learning styles of students from the

Philippines and Thailand Meanwhile the students from Western countries

such as the UK Australia and the USA showed different ways of learning

based on individualism

Kang and Chang (2016) also indicated that Confucius culture impacts

students learning within a Western online learning context In particular

Mainland China Taiwan Korea Japan and Singapore represent Confucius

culture (Biggs 1996) Kang and Chang (2016) mentioned that Confucius

cultures impact on education is shown in the teacher-centered way of

teaching perceptions In contrast students of Western cultures value

individualism and personal freedom individual interests are important for

students

In summary each culture has a different educational system and these

systems affect students learning styles International students who come from

different nationalities represent their cultures ways of learning in a different

academic context

221 Gender and class participation

Classroom participation is recognized one of the related factors to effective

learning by both female and male students and contributes to more positive

views of the learning experience (Sadker amp Sadker 1994) While a

substantial body of research has examined methods of teaching addressing

gender and teaching in classrooms is limited (Murphy amp Laurie Eduljee

Nina Parkman Suzanne Croteau Karen 2019)

Most studies did not find gender to influence much class participation

For example one of the previous studies that connected gender preferred


145

teaching methods and participation in classroom activities was conducted by

Murphy et al (2019) This pilot study examined 70 male and female

undergraduate college students preferences for teaching methods in the

classroom Four teaching methods (films classroom discussion experiential

activities and student presentations) were preferred by males and females for

the study showing gender differences between males and females According

to the results no big gender differences were indicated in terms of classroom

participation For males the highest level classroom attendance activity in the

classroom included actively participating in organized group classroom

activities For females the top activity included volunteering to answer

questions from professors (p 315)

Another research also showed less connection between gender and class

participation To be concise gender was not the reason to be an active or

passive student in the class Crombie et al (2003) explored the effect of

different contextual aspects of the university classroom (ie class size and

gender balance discipline teacher gender) on the perceptions of students

own engagement and their teacher was also analyzed The authors indicated

the influence of three individual factors student gender student self-perceived

general activity level and student age The most significant findings in this

analysis refer to the activity variable the scores of students in a particular

university course on their general level of classroom activity Students

classified as active class participants considered themselves to raise their

hands more frequently interrupt more frequently and take action longer than

those categorized as less active for longer periods of time To illustrate

students who perceived themselves to be less active did not distinguish in

their specific behaviors as either a function of gender or discipline while

male active students interrupted more and those classified as active students

in the disciplines of Arts Social Science reported long andor more regular

interactions with lecturers Active participants of the study regarded their


professors as more positive because they had more discussion and thus

impression towards their instructors than the students who saw themselves as

less active

It can be seen that gender view in classroom participation varies in

different classroom context It varies according to male and female students

perceptions In most cases gender factor was not related to the studentsrsquo

class participation

222 Politeness in different cultures

According to Heath and Street (2008) culture is understood as involving

societies nations racial groups religions or ethnicities People gain cultural

and interpersonal knowledge from their own societies nations or ethnicities

Paltridge (2012) names this knowledge ldquothe socially situated or background

knowledge context which is the larger ethnographic contextrdquo (p 10)

Paltridge (2012) states that different cultures have different ways of doing

things through language He explains this idea by showing examples of

particular ways of buying and selling items in different cultures through the

use of language For example there is a difference between an

English-speaking country and Eastern countries such as Japan when

approaching new customers In many English-speaking cultures customers

often verbally express please and thank you more than Japanese customers

This does not imply that Japanese customers are rude It is rather an

indication that there are culturally different ways of expressing gratitude or

politeness through language in different cultures Such practices can be

misinterpreted if one is not aware of the different cultural norms of a new

country Rosaldo (1984) points out that the personrsquos identity ldquoultimately

depend upon onersquos embeddedness within a particular socio-cultural milieurdquo

(p 140) The misinterpretation of cultural diversity or norms may create

inaccurate impressions of people who belong to that culture This issue is


147

seen in participants cases in terms of politeness and greetings in this study

Paltridge (2012) emphasizes that politeness and cooperative principles are

often in conflict with each other Sometimes only one of the principles is

important according to context For example in an emergency there is little

need to be polite than in a normal situation Also politeness varies from

society to society and from culture to culture As the author notes this can

sometimes cause inconvenience among people of different cultures

If we look at the Asian culture Park and Nakano (2007) demonstrate that

remaining silent is a sign of being polite in Korean culture but this pattern

is sometimes misunderstood by Americans as a sign of unfriendliness

Meanwhile Koreans often perceive Americans as talkative

Hong (2009) points out that Korean politeness is shaped according to the

Confucian framework and that social interaction is strongly interdependent

with Confucian values In our participants case Koreans greetings can be

connected to familiarity In Western culture people are expected to greet

each other if they are in the same classroom However saying hello to a

stranger is typically an unnatural thing for Koreans to do

23 Collaborative learning through grouppair work

Pair work and small group activities have traditionally been used for

pedagogical purposes in the development of L2 learning by teachers

worldwide (Johnson amp Morrow 1981 Littlewood 1981 Storch amp Aldosari

2012 Pawa 2007) The current study analyses group work activities to see

how these teaching methods help focal students academic socialization and

aid these students in becoming members of a classroom community In turn

their successful academic socialization helped their academic learning

Harris (2014) claims that we need culturally relevant pedagogy to teach

culturally diverse students In teaching international students we have to look


at these types of teaching strategies more widely not only to promote

cognitive development but also social development Thus this study considers

international students social development as well as academic learning

through collaborative learning within group work activities Such activities in

group dynamics represent one form of learning community According to Chu

(2011) the concept of learning communities depends on the interdependence

of all members of a classroom He suggests that students are able to learn

better and help others learn in community learning In this setting learning

occurs through a combination of collaboration and cooperation that derives

from the field of cooperative learning

Even though some of the participants of this research did not advocate

collaborative learning techniques such collaborative learning peer work and

small group work activities these kinds of activities gave them the

opportunity to be active participants in the community Donato (2004) claims

that as a result of collaborative learning students establish relations and

gives the opportunity of mutual learning

III Methods

This research used a qualitative approach to examine how cultural patterns

of international students in the context of a new community (Kim 2014

Yoon 2012) Analyzing international students academic socialization

experiences Corbin and Strauss (2015) note that qualitative research is the

best way to explore the inner experiences of participants (p5) This approach

assisted the researchers in closely analyzing the participants struggles in the

classroom and observing the influence of collaborative learning on this

process more effectively than in other research approaches The rationale for

choosing a qualitative approach is that it helped the researchers understand


149

the participantsrsquo voices and become aware of their experiences and feelings

during one academic semester

31 Setting

The current study was conducted at the English Education Department of

a South Korean university An EFL (English as a Foreign Language)

classroom was the main location in which the international students of this

study were observed and only this class will be research site for the study

The purpose of choosing an EFL course with Korean and International

students allowed the researchers to explore the power relations among diverse

students in the class international studentsrsquo reactions towards cultural variety

and how the focal group of international students negotiated their positionings

in these situations Therefore choosing traditional Korean courses with only

local Korean students was overlooked in this study since such courses would

provide little insight on the cultural differences between Korean and

International students

The classroom consisted of four round tables and the students sat around

the tables in groups The EFL class was held in a multimedia classroom and

this room facilitated group discussions and presentations

The EFL class offers speaking and writing classes and both classes were

held in the same classroom by the same teacher In the speaking class the

teacher provided discussion topics to the students and the students discussed

them in groups Additionally the topics were given to the students to

research them outside of class and write comments whether they agree or

disagree with the statements For their midterm and final exams the students

were asked to give PowerPoint presentations with their groups in front of the

class For this they had to communicate outside of class to discuss their own

topics face-to-face or via online messaging In the writing class the students


engaged in how-to-write-a-good-essay topics Controversial and argumentative

essays were explained by the teacher and students were required to write

these In the writing class the students researched and discussed their essay

topics with their groups There were 19 students in the both speaking and

writing classes five of whom were international students and 14 of whom

were Korean The groups in the class consisted of a mixture of Korean and

international students

32 Participants

In order to select the participants for the study the researchers began

observing the EFL classes twice each week Initial class observations helped

the researchers recruit a group of five international students who were

interested in the current research topic When the researchers approached

them to asked informal questions about their adjustment in the new Korean

classroom context a common response was their difficulty adjusting to the

new academia From here the researchers provided the group of international

students a consent form to participate in the study All were willing to

participate in the current study

The participants came from different countries including Ukraine

Kazakhstan Vietnam China and the Philippines All participants were

between 20-22 years old Perceived level of English was evaluated by

English teacher according to the studentsrsquo essays speaking and discussion in

the classes The studentsrsquo level of English in the table was given by the

teacherrsquos subjective evaluation The pseudonyms were given to the students

for the current study


151

Table 1 Participants background information

Name Tuan Isabella Steven Stacy Ksenia

Age 22 20 22 20 20

Nationality Vietnam Philippine China Ukraine Kazakstan

Gender Male Female Male Female Female

Major (at local

University)

English language Psychology Advertiseme

nt Korean

language Korean

language

Perceived English level by teacher

(EPT score)

Intermediate Advanced Upper-intermediate

Upper-intermediate Intermediate

Native language Vietnamese Filipino Chinese Ukrainian Russian

Stacy was from Ukraine (Europe) She was not satisfied with her home

countrys university education system the teachers were ineffective according

to her Her major was Korean language and her subjects were not connected

to Korean language learning as she mentioned (Interview 1 September) She

chose two Korean classes and one English class at the Korean university She

admitted that she enjoy[ed] EFL class and the teacher

Ksenia was from Kazakhstan She was a quiet student She also

acknowledged that her English teacher at her home university could not teach

as she wanted She was better at Korean than English and more interested in

Korean language learning Thus she wanted to have more Korean classes

when she came to Korea but she could not She was also studying two

Korean classes and one EFL class with Stacy Ksenias ancestors were from

Ukraine and moved to Kazakhstan a long time ago She speaks in Russian

with Stacy however Stacyrsquos native language is Ukrainian They became

friends and had the same impressions about their Korean classmates as she

also had a Western viewpoint

Steven came from China He did not have any complaints about his


academic socialization in Korea and he easily built friendships with Koreans

He found Korea and China similar and felt comfortable at this Korean

university However he mentioned that Chinese teachers are often focused on

preparing documents rather than effectively teaching students

Isabella is from the Philippines where English is spoken as a second

language Isabella described her home university as a very demanding

Americanized school She was fluent in English and did not have a desire to

enroll in an English class Instead she intended to take a psychology course

which was her field of interest However she complained that she was not

informed by the Korean university staff about available courses held in

English After coming to Korea she found out that psychology (and many

other courses) were taught only in Korean Thus she had to take an EFL

class Still she expressed that she was active and interested (Interview 2

December) in the EFL class

Tuan was from Vietnam He admitted that he could not learn the Korean

language in Vietnam because his teacher was Vietnamese As for his English

skills he had a strong Vietnamese accent and he was quiet most of the time

As he noted he preferred the Korean education system He improved his

English skills withthe help of the EFL class and Korean classes by the end

of the semester

43 Data collection and analysis

The researchers were members of the target university and one of them is

currently an international student at the university The researchers

engagement in the target university assisted them in contacting the

participants understanding their positions in a foreign classroom context and

explaining their cultural issues The researchers first introduced their purpose

of participant selection to the teacher of the EFL class Then with the


153

teachers approval the researchers began attending the classes Data was

collected during fall semester 2018

During the class observations international students became the focus

After possible participants were determined they were asked to participate in

the current study All five international students in the class agreed and

signed the form and their personal information was kept anonymous and

pseudonyms were used for them The researchers observed the participants as

outsiders during classes to define the research issues During interviews these

issues were discussed with the participants separately

Data was collected through qualitative methods such as semi-structured

interviews (see Appendix) class observations and field notes (Cohen amp

Crabtree 2006) Class observations in the beginning of semester let the

researchers have the idea of researching international students After five

international students became focus the researchers decided to take interviews

with them The first interview was conducted at the beginning of the

academic semester The first interview assisted the researchers in

understanding the participants identities in the new classroom and their first

impressions of the Korean university education system their Korean

classmates and the Korean culture So the common keywords appeared as

ldquolsquointernational studentsrsquo cultural viewrdquo and ldquogender viewrdquo Thus written

fieldnotes were dedicated to find more data related to those topics In the

middle of semester the researchers found out that group activities were the

basis of the class teaching and with the help of this method most of the

international students started actively participating in the classes and were

joining class discussions with Korean students So the researchers had the

idea of analysing advantages of group activities for the international students

Having analyzed the first interview findings the researchers tried to

connect the findings with field notes taken through classroom observations

Fieldnotes were taken according to the researchersrsquo observations Thus some


parts of fieldnotes (when the researchers were unclear about the participantrsquos

responses or purpose) were also checked by the participants To find

similarities between interview transcriptions and field notes these types of

data were compared during a data collection process based on the constant

comparative method (Lee 2009) The second interview was conducted at the

end of the semester to clarify the transformations of the international

students The second interview was also transcribed and compared to other

findings The interviews with each international student were conducted

individually The researchers prepared the questions beforehand and during

discussions additional questions were asked to clarify the responses The

interviews lasted from one hour to one-and-a-half hours in the beginning and

end of the semester After interviews the researchers conducted member

checking with the participants to ensure that the interview responses clearly

represented their voices All interviews and EFL classes were audio-recorded

and transcribed Thereafter transcriptions were re-confirmed through the

participants

Another method that assisted in the analysis of the international students

positions in the new community was taking field notes The EFL class was

observed for this purpose The classes were held twice a week on Mondays

and Wednesdays On Mondays the students took a speaking class whereas

writing classes were taught on Wednesdays The researchers observed both

the speaking and writing classes and took notes on the international students

class participation twice a week Moreover teacher-student and

Korean-international-student interactions were observed Each class was

audio-recorded and transcribed However it was difficult to record each

international students speech as they were divided into groups and sat on

different tables during class activities To avoid inaccuracies in the utterances

while audio-recording the researchers put separate audio-recorders on each

table during group discussions At the same time field notes were taken to


155

explain what the participants were doing at that time Class observations

helped the researchers understand the group work activities importance for

international students and this became one of the important categories of the

study

IV Findings

41 Culture

411 Gender views about class participation

Finding out the focal students opinions about which gender members are

more active in class also helps define their cultural patterns These cultural

patterns and beliefs have important roles in their participation and academic

learning The participants showed diverse views about students class

participation For example Steven was more biased towards boys that the rest

of the students when the researchers asked who participates more in the

class

Steven Of course boys They are active Girls are also active in class but they

dont express much - everything is in their mind It is the same in

China and Korea there a lot of things common between Korea and

China we are the same race

Steven believed that boys are always active in class both in China and

Korea He was the only international student in the target class who joined

the Korean group while all the other international students were within one

group He also mentioned that among Korean students boys are also more

involved in class activities Stevens view encouraged him to join pairsgroups


easily and did not disturb him when communicating with the other

classmates

One more factor that comforted Steven regarding his academic socialization

and participation in the new classroom is view about the similarity between

China and Korea He considered China and Korea as having many things in

common in terms of culture Thus he did not feel like as much of a stranger

as the other focal students (Steven Interview 1)

Another participant in this study Tuan believed that girls are more

communicative in English class One of the reasons for this according to

him is the language barrier for boys According to Tuan the girls language

proficiency is better than that of the boys Thus the language barrier was the

main problem that prevented his active participation in the class He admitted

that girls can be more active because of their strong English-speaking skills

(Tuan Interview 1)

The rest of the participants also pointed out that girls are more active

participants in the class than boys In the next unit the researchers look at

the participants beliefs about their Korean classmates The essential thing to

note is that their cultural beliefs naturally affected their academic socialization

and academic learning in the beginning of the semester

412 Different cultural view towards Korean classmates

Each of the focal students had a dissimilar experience adaptation process

In this study some of the participants were more flexible to their new

environment while others had challenges In this process the participants

communication with their Korean classmates played an important role in their

learning and adaptation to the new classroom in a foreign country

International students who got along well with their Korean classmates also

felt a sense of belonging and showed more motivation to study (Lewis 2016)

than those who had difficulties in doing so This paper will provide examples


157

of three students cases that describe their relations with their Korean

classmates and adaptation to the classroom They expressed their impressions

about their classmates using representative words cold and cute

Stacy and Ksenia described Korean students as cold because of

non-communication Both Stacy and Ksenia expressed their discomfort about

this situation Stacy mentioned her effort to communicate with her classmates

Stacy We have a problem with Koreans They are cold She [Ksenia]

already mentioned that they cant talk to you while

Ksenia They dont even say hi

Stacy Yeaahh It is so strange to me that they dont say even hi It

is weird

It can be seen that saying hi to classmates means a lot to the participants

from Ukraine and Kazakhstan They have a Western viewpoint about

greetings in that greeting someone is a form of politeness to them In

contrast these attitudes of Korean students were more easily accepted by the

participants who were from Eastern countries such as the Philippines China

and Vietnam According to Park and Nakano (2007) remaining silent is a

sign of being polite in many East Asian culture Some participants from

those East Asian countries expressed their satisfaction with their Korean

classmates and their nice behavior or treatment towards them For example

Steven even called them cute

Steven Shion [Korean classmate] is my best friend He is honest -

honest and friendly and helpful Koreans are cute Cute is

their personality more like children oh not children mentally


healthy In China everbody is they want themselves to look

like mature and they are chilly Now I am in a new class I

meet friends They answer my questions with a few words in

China Everybody is so nice in this class

Steven compared his Korean classmates with his Chinese classmates in

English class and he preferred Korean students behavior and their way of

communicating to those of his Chinese classmates

Another participant from Asian country Philippine Isabella described her

Korean classmates as being shy She points out that the reason of their

shyness is cultural and language differences In the interview the researchers

used Stacy and Ksenias descriptive term cold while asking from Isabella

about her communication with Korean classmates Isabella disagreed with

their opinions about their Korean classmates (Isabella Interview 1)

The participants described their Korean classmates according to their

cultural beliefs or ideologies that were framed in their native countries

Underlying the concepts about their views of their Korean classmates was

politeness Koreans were perceived as polite by some and as impolite by

others According to Stacy and Ksenia polite people should be friendly and

should smile they should also greet others when they meet For Steven they

should not interrupt each other and they should respect each other

This section described the participants identities and the students

challenges in the new community because of differences Eastern and Western

cultural views about politeness The next section refers to group activities

which helped the participants get along well with their Korean classmates and

promoted their academic learning


159

42 Group work and collaborative learning

The EFL teacher consistently employed group work activities in the class

At first the students chose their seats themselves and most of the time all

international students gathered in one group Later the teacher asked the

students to mix Koreans with international students in the groups According

to observations and analyses of the focal students transformation process

towards the end of the semester group work assisted the students very much

The challenges the participants faced in communicating with Korean students

disappeared Most importantly the students shared knowledge with foreigners

and as a result class participation improved and the students learned from

each other about topics ranging from social knowledge to the technical use of

computers

However most of the participants stated their distaste for group work as

they were used to working individually in their home countries Still they

realized the benefits they received from group work

Stacy It is like easy to put responsibility on other people and do the

nothing Some people do everything some people do nothing

and also you need to wait for other people to prepare their part

and everything goes slow When you do it alone it is just your

own problem If it is group work mark is given for everybody

but efforts arent equal but marks shouldnt be equal But you

develop your skills working in group work communication there

are advantages we learnt how to work in team actually

environment got warmer it got a bit warmer like we know each

other better now

According to Stacys statements education in her home university in


Ukraine is regulated to make the students work individually She said that

group or peer work is not commonly used particularly in English classes

Also studying to get good grades and Stacys concern about the inequality of

sharing marks for everybody in a group might have to do with remnants of

the Communist education system in post-Soviet Eastern European countries

(Friedman amp Trines 2019 June 25)

However Stacy acknowledged the benefits of participating in group work

First of all she improved her relations with her cold Korean classmates and

changed her mind about them She acknowledged that after working together

in group project she found out about their specific behavior and it was not

being rude of them This let her develop her team-working skills and learn

specific skills such as getting feedback from peers and correcting her

mistakes she learnt how to correct her mistakes (Stacy Interview 2)

In the community the students learn how to do it better as they interact

regularly according to the community of practice theory (Wenger 1998) To

complete a group project the students often had to communicate during and

outside of class time They used KakaoTalk messenger to discuss their

ongoing presentations One of the participants of the study Isabellas

experience from a group project could be good example for learning because

of regular interaction Isabella also talked about team-working and

communication among international students

Isabella In this class we had a lot of group work I think the most

important thing was just being able to contact to each other

the moment you become a groupmate especially in this

classroom we had to meet other classmates to discuss our

presentations it wasnt difficult

Even though Korean and international students have different nationalities


161

Isabella felt comfortable working with her groupmates as a result of regular

interactions Isabella also indicated her preference for individual work

however she acknowledged what she learned from group work

Learning from observing groupmates is one of the main signs of a

community of practice It is also important t to note that Isabella learned how

to make PowerPoint presentations from Korean students To sum up

observing the partners in group work gave Isabella the opportunity to

exchange ideas with each other in different topics and also learn technical

skills such as making good PowerPoint presentation

Other students such as Tuan and Steven preferred group work to

individual work and enjoyed working with their Korean classmates Because

they felt sense of belonging during collaborative learning and did not have

any challenges to work with their partners Tuan participated in project

discussions a lot and in the researchersss view he was not a listener

anymore They had almost similar experiences in the preparation process of

completing group projects and experienced academic transformations

However unlike them Ksenia remained in the same student position as a

listener and not active in discussions even at the end of the academic

semester This study determines why Ksenia could not work with her partners

in group work and ended up doing tasks alone most of the time As Ksenia

recounted she did not have much conversation with her partners when

compared to the other international students The reason according to her is

that her Korean groupmates were busy with their own lives most of the time

(Ksenia Interview 2) However the researchers assume that Ksenia did not

want to communicate a lot as Korean students remained as cold as Ksenia

had thought at the beginning of the semester As a result of the individual

preparation of each student in her group they did not learn much from each

other Working together and sharing knowledge in a group helps international

students in different ways as they are in a new community and it helps the


students feel a sense of belonging in this group In turn it can ease the

academic socialization process of international students

V Discussion

The current study aimed at showing the practices of community of practice

among a group of international students Their community consisted of

Korean and International studentsrsquo studying and working within one group

Identity referred to the five international participantsrsquo cultural identities and

their active or passive participation in the classroom During group work

projects (practice) the focal participants shared academic and social

knowledge from one other (making meaning)

Community of practice theory was also reflected during group work

activities Interacting regularly with members of the community (Wenger

1998) gave opportunities for the focal participants to improve their

communication with local Korean students As a result a number of focal

participants were able to positively reflect on their own cultural behaviors

and their effect on the local Korean students

51 Gender and cultural views

The social identification of students is interdependent with academic

learning in a classroom context (Wortham 2006) In this study social

identification of the students refers to their gender views and cultural views

The focal students different cultural identities and views towards the

University and their classmates that were shaped in their home countries

influenced their interpersonal struggles andor power relations with their

Korean classmates This finding also confirms the fact that the studentsrsquo


163

behaviors and identities can impact their academic studies (Eilisha 2007)

Moreover international studentsrsquo gender views about class participation

impacted their studying Despite the fact that previous studies including

Crombie et al (2003) and Morphy et al (2019) did not find much relations

between gender and classroom participation the current study presents gender

as a part of a cultural view and closely connected to studentsrsquo classroom

participation

Because the students had diverse personal identities international students

had different cultural identities from Korean students This had been obvious

in their understanding of politeness in a different way This caused some of

the participants such as Stacy and Ksenia to struggle in their academic life

in the foreign classroom context Stacys and Ksenias original nationalities

were the same their impressions about their Korean classmates were also

similar They expected their Korean classmates to be more sociable to smile

and to at least say hello (excerpt) For them smiling and greeting every time

when they meet classmates was one of the sign of politeness However the

Korean students behaviors and attitudes are different from Stacys and

Ksenias expectations which caused misunderstanding and miscommunication

among them This situation did not last long Stacy and Ksenia came to

understand the Korean students culture and their cold attitude in the

classroom and this caused their struggles in this issue to disappear

52 Group work activities

This study emphasized the role of group work projects in the classroom to

teach international students Most of the participants stated their preference

for individual studying to group work This could be influenced by their

long-term experience and habit of working alone in their home countries

According to them in groups the workload of assignments cannot be done


equally among groupmates Thus the students desired to be evaluated

individually However despite the participants personal opinions this study

focused on the advantages of the group work activities As mentioned above

one group work project used in the classroom was taken as a sample for this

study The focal students acknowledged the following benefits they have

taken from group work and collaborative learning

- Creating a friendly environment among international students (Stacy)

- Taking feedback from groupmates and correcting mistakes (Stacy)

- Interacting and discussing outside the class with the groupmates

(Isabella)

- Hard work can be easy when it is done together with groupmates

(Isabella)

- Sharing ideas with the students from different nationalities (Stacy

Isabella)

- Learning technical skills from peers such as making PowerPoint

(Isabella)

- Improving communication skills with foreign students (Tuan Stacy)

- Improving speaking skills in English as a result of discussions (Tuan)

The researchers also discussed Ksenias case (ie that she did not mention

many changes in her academic learning during the academic semester) One

proposed reason for this is that she did not participate in the group work

projects very much Another reason might be that she is not sociable and

therefore did not try to interact very much with her Korean classmates From

the researchers point of view group work activities eased students academic

struggles and promoted the cultural adaptation of international students in the

new community


165

VI Conclusion and further remark

Although international students academic socialization experiences

including struggles in adaptation and re-construction of identities in a

foreign country have been discussed widely (Morita 2005) the factors that

can help ease this process were not on focus This study will contribute to

academic socialization research on the case of five international students

cases It enlightens more about international students issues and expectations

in a foreign country and benefits to get a better understanding of how

cultural and individual identity factors can influence their academic

socialization and class participation in the foreign classroom

This study presents the cultural patterns and beliefs of International

students revealed when they came to the new classroom These patterns

for example different cultural views of politeness of each international

student caused them to experience a new classroom environment

differently This study shows that gender view as to an integral part of

onersquos culture which may in turn inform the studentrsquos participation The

variety of cultural differences caused struggles for some of the participants

in their academic socialization process In this case collaborative learning

within group work activities was commonly used as ways of teaching and

it showed its positive influence in the academic learning of international

students as well as the reconstruction of their identities in the new

community Thus this study points out that group work activities could be

a problem-solving key to this issue to some extent

As for limitations it must be noted that the researchers planned to take

weekly reports of participantsrsquo progress This would have helped the

researchers to clarify the focal studentsrsquo transformations toward the end of

the academic semester However the participants found it difficult to

complete the written reports in addition to the assignments given by their


teachers Furthermore as qualitative findings cannot be generalized (Corbin

amp Strauss 2015) five cases cannot guarantee that group work activities

provide benefits for all students This is because each student has a unique

personal identity

This study has pedagogical implications for teachers who teach

international students It suggests that group work activities should be

commonly used to teach international students to ease their academic

socialization process in a foreign country So that the students can work

collaboratively with foreign classmates and feel a sense of belonging to the

community earlier As a result it affects the academic learning of the students

Works Cited

Altbach P International Higher Education New York Garland Publication 1991

Print

Augustyn A amp Bauer P Socialization Encyclopedia Britannica 2010 Print

Biggs J B Western Misperceptions of the Confucian-heritage Learners Hong Kong

University of Hong Kong and ACER 1996 Print

Chan S ldquoThe Chinese Learner-a Question of Stylerdquo Education and Training 46

(1999) 294-304 Print

Chu S ldquoPerspectives in Understanding the Schooling and Achievement of Students

from Culturally and Linguistically Diverse Backgroundsrdquo Journal of

Instructional Psychology 38 (2011) 201-09 Print

Corbin J M amp Strauss A L Basics of Qualitative Research Techniques and

Procedures for Developing Grounded theory (4th ed) A Thousand Oaks CA

SAGE 2015 Print

Cresswell J amp Poth C Qualitative Inquiry and Research Design Choosing among

Five Approaches Thousand Oaks Sage publications 2017 Print

Crombie Gail amp Pyke Sandra amp Silverthorn Naida amp Jones Alison amp Piccinin

Sergio ldquoStudents Perceptions of their classroom participation and Instructor as

a Function of Gender and Contextrdquo The Journal of Higher Education 74

(2003) 51-76 Print


167

Donato R ldquoAspects of Collaboration in Pedagogical Discourserdquo Annual Review of

Applied Linguistics 24 (2004) 284-302 Print

Eilisha B Effectiveness of Working Individually Versus Cooperative Groups A

Classroom-Based Research Project Pittsburgh University of Pennsylvania

2007 Print

Friedman O amp Trines S Education in Ukraine Retrieved from

httpswenrwesorg201906education-in-ukraine 2019 June 25

Global Migration Data Portal International University Students Retrieved from

httpsmigrationdataportalorg 2020 March 15

Harris K My Teacher Talks Funny Foreign-born versus American-born Teachers

Comparisons Relative to Culturally Relevant Teaching New York Macon

2014 Print

Haslberger A ldquoFacets and Dimensions of Cross-cultural Adaptation Refining the

Toolsrdquo Personnel review 34 (2005) 85-109 Print

Heath amp Street Ethnography Approaches to Language and Literacy Research New

York Teachers College press 2008 Print

Hing WS ldquoCharacteristics of Chinese Students Learning Stylesrdquo International

Proceedings of Economics Development and Research 62 (2013) 36-39 Print

Hong J A Discourse Approach to Korean Politeness Towards a Culture-specific

Confucian Framework Nottingham Trent University 2009 Print

Johnson K amp Morrow K Communication in the Classroom Applications and

Methods for Communicative Approach London Longman 1981 Print

Kang H amp Chang B ldquoExamining Cultures Impact on the Learning Behaviors of

International Students from Confucius Culture Studying in Western Online

Learning Contextrdquo Journal of International Students 6 (2016) 779-97 Print

Kim J Interdiscursive Process of Academic Literacy Socialization A Qualitative

Inquiry of Korean ESL Students in a US MBA Program (doctoral dissertation)

Urbana-Champaign University of Illinois 2014 Print

Kim J amp Ruzmetova N ldquoA Teachers Role in the Academic Socialization Process of

a Group of International Students in a Korean EFL Classroomrdquo Journal of

Learner-Centered Curriculum and Instruction 19 (2019) 747-70 Print

Kramsch C Language and Culture Oxford Oxford University press 1998 Print

Lave J amp Wenger E Situated Learning Legitimate Peripheral Participation

Cambridge Cambridge University Press 1991 Print

Lee G ldquoSpeaking Up Six Korean Studentsrdquo Oral Participation in Class Discussions

in US Graduate Seminarsrdquo English for Specific Purposes 28 (2009)142-56

Print


Lemke J Across the Scales of Time Mind Culture and Activity 7 (2000) 273-90

Print

Lewis K Building Students Sense of Social Belonging as a Critical First Step

Chicago Education Northwest 2016 Print

Littlewood W Communicative Language Teaching Cambridge Cambridge University

Press 1981 Print

Murphy D ldquoOffshore education A Hong Kong perspectiverdquo Australian Universities

Review 30 (1987) 43-44 Print

Murphy Laurie amp Eduljee Nina amp Parkman Suzanne amp Croteau Karen ldquoGender

Differences in Teaching and Classroom Participation Methods A Pilot Studyrdquo

Journal of psychological research 13 (2019) 307-19 Print

Palloff R M amp Pratt K Lessons from the Cyberspace Classroom The Realities of

Online Teaching San Francisco Jossey-Bass 2001 Print

Paltridge B Discourse Analysis (2nd ed) London Bloomsbury publishing PLC 2012

Print

Park K-J amp Nakano M Asia Englishes amp Miscommunication Seoul Korea

University Press 2007 Print

Pawa M Peer dialogue Cognitive and Affective Processes and Outcomes in an Adult

EAP Classroom Canada Published Heritage Branch 2007 Print

Rosaldo M Toward an Anthropology of Self and Feeling In R Shweder amp R

LeVine (Eds) Culture Theory Cambridge Cambridge University Press 1984

137-57 Print

Rymond CY amp Choon T ldquoUnderstanding Asian Students Learning Styles Cultural

Influence and Learning Strategiesrdquo Journal of Education amp Social Policy 7

(2017) 56-67 Print

Sadker Mamp Sadker D Failing at fairness How Americas Schools Cheat Girls

New York Scribner 1994 Print

Samuelsson M amp Samuelsson M ldquoGender Differences in Boys and Girls Perception

of Teaching and Learning Mathematicsrdquo Open Review of Educational Research

3 (2016) 18-34 Print

Storch N amp Aldosari A ldquoPairing Learners in Pair Work Activityrdquo Language

Teaching Research 17 (2012) 31-48 Print

Teng L ldquoCollaborating and Communicating Online A Cross-bordered Intercultural

Project between Taiwan and the USrdquo Journal of Intercultural Communication

13 (2007) 57-78 Print

Ward C The Sociology of Cultural shock New York Psychology press 2001 Print

Wenger E Communities of Practice Learning Meaning and Identity Cambridge


169

Cambridge University Press 1998 Print

Wortham S Learning Identity The Joint Emergence of Social Identification and

Academic Learning Cambridge Cambridge University Press 2005 Print

Yoon H Rewriting Writing Classrooms as the Construction Site (doctoral

dissertation) Urbana-Champaign University of Illinois 2012 Print

Kim Jungyin Professor

Address (54896) 323 Department of English Education

567 Baekje-daero Deokjin-gu Jeonju-si

Email luvjanny07gmailcom

Nodira Ruzmetova PhD Course



Email flower192inboxru

논문접수일 2020 07 10 심사완료일 2020 07 31 게재확정일 2020 08 06


I Introduction

Newcomersrsquo adaptation to a new community is one of the main concerns

of academic socialization research as in recent years the number of

international university students has been increasing throughout the world

(Global migration data portal 2020) For example new international students

encounter similar issues including language barrier power relations with

domestic students and adaptation to new setting Many studies on

international students and their learning experiences have focused on students

individual adjustment issues and on cross-cultural adaptation largely from the

perspective of psychological models (Altbach 1991 Haslberger 2005) These

studies mostly focus on international students adaptation processes

acculturation and cultural shock (Ward 2001)

There is still a need to discuss academic socialization involving adaptation

process to a new community and further understand this process in various

geographical areas This study contributes to the literature by exploring the

academic socialization process of a group of international students studying in

a South Korean university Moreover previous studies have paid relatively

little attention to how students cultural and gender views may affect their

academic learning and classroom participation Furthermore importance of the

teaching method such as group work activities used in the classroom has not

been on focus

In this study academic socialization refers to students adjustment processes

in a new classroom learning environment which involves interaction with

peers and participating in group work The researchers first explore

international students cultural views (including gender views) in the

classroom and the challenges they meet as a result of cultural differences for

example showing politeness by greeting and smiling Therefore group work

activities are discussed and it is assessed whether they inform international


141




addressed




participation






group work


course































Figure 1


143

Wenger (1998)





this study


Korean peers





work



work



























students




academic context











145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















141




addressed




participation






group work


course































Figure 1


143

Wenger (1998)





this study


Korean peers





work



work



























students




academic context











145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169




































Figure 1


143

Wenger (1998)





this study


Korean peers





work



work



























students




academic context











145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















143

Wenger (1998)





this study


Korean peers





work



work



























students




academic context











145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169






























students




academic context











145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















145

































less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169


















less active




class participation























147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















147













































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
































III Methods











149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















149



31 Setting

































32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169























32 Participants


















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169
















151



Age 22 20 22 20 20



Major (at local

University)


nt Korean

language Korean

language


(EPT score)









































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































V Discussion























163







participation































(Isabella)


(Isabella)


Isabella)


(Isabella)










new community


165

































personal identity







Works Cited


Print





(1999) 294-304 Print






SAGE 2015 Print






(2003) 51-76 Print


167





2007 Print







2014 Print

























Print



Print




Press 1981 Print


Review 30 (1987) 43-44 Print







Print







137-57 Print



(2017) 56-67 Print





3 (2016) 18-34 Print





13 (2007) 57-78 Print




169



































of the semester









153














































participants















155




study

IV Findings

41 Culture








class












classmates












(Tuan Interview 1)
















157











is weird









































159












computers













other better now































161

































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Documents

The Academic Socialization Process of International Students in … · 2020. 9. 3. · 140 Ruzmetova, Nodira · Kim, Jungyin I. Introduction Newcomers’ adaptation to a new community