외국인 유학생의 한국어 능력 부족에 따른 대학원 생활 경험 연구

This study investigates the determinants of the international promotion of the Korean language at the cross-country level. The analysis is based on candidate data drawn from the Test of Proficiency in Korean (TOPIK) and uses a cross-country panel data model to measure how several factors affect Korea's international promotion. To mitigate sample selection bias, we estimated the model using the Heckman two-step method. The findings show that factors such as the Hallyu (or “Korean Wave”), international business, motivation to migrate to South Korea, motivation to study in South Korea, and Korean language learning resources play essential roles in the international promotion of Korean. The development level of the sample countries influenced the importance of each factor. For example, Hallyu, often regarded as important for the international promotion of Korean, was shown to be statistically significant only in the sample of developed countries. In addition, a shortage of Korean language learning resources has been identified as a major impediment to the promotion of Koreans in developing countries. These results provide new insights that can assist in formulating policies to promote the Korean language worldwide.

Objectives This study explores a relatively under-researched aspect of Korean language programs tailored for international students in science and technology institutes. The objective is to contribute to a broader understanding of various types of Korean language programs within this unique academic environment.
 Methods We present an overview of the curriculum and analyze learner characteristics within the Korean language program at K University. Specifically, we conducted an analysis of a survey involving 145 students enrolled in Korean language classes at K University.
 Results International students at K University predominantly enroll in Korean language courses due to graduation requirements, with their motivation for learning Korean primarily stemming from integrated factors. At K-University, since more than 80% of classes are taught in English, the direct impact of students' proficiency in Korean on their academic performance is minimal. This circumstance has the potential to diminish their enthusiasm and inclination to learn Korean.
 Conclusions In conclusion, the Korean language program at K University should adapt to the diverse levels and needs of international students by offering courses in both Korean language and culture. We provide recommendations for enhancing the program, including diversifying the range of Korean courses, introducing cultural immersion initiatives, and adopting a flipped learning approach.

This study focuses on the shifting paradigm of Korean language learners’ needs, which are transitioning from “academic achievement” to “professional survival and success” amid the rapid global spread of the Korean Wave. With the number of TOPIK (Test of Proficiency in Korean) applicants expected to exceed 500,000 by 2025, this research analyzes the limitations of the current evaluation system, which is heavily biased toward academic texts and cognitive academic linguistic proficiency. Furthermore, it identifies the necessity of introducing a specialized “Occupational TOPIK” as a practical alternative to measure job-related communication skills required in industrial fields. job-related communication skills required in industrial fields. The major findings of this study are as follows: First, the current TOPIK has limitations in validity regarding the measurement of practical task-performance skills, such as business document drafting and oral reporting, due to its focus on argumentative and literary texts. Second, consumer analysis reveals that domestic companies demand “job-ready” talent capable of understanding safety regulations and business etiquette rather than mere linguistic fluency. Third, from a socio-institutional perspective, a discrepancy exists between expanding visa policies (e.g., E-7-4) and actual selection criteria, while communication failures lead to industrial accidents and social conflicts, resulting in significant social costs. Accordingly, this study proposes a “Dual Evaluation Model” that maintains the existing test framework while establishing a specialized track for vocational competency assessment. The introduction of an Occupational TOPIK is expected to enhance learning efficiency educationally, contribute to productivity by reducing recruitment risks industrially, and serve as a social safety net by ensuring industrial safety and supporting the stable settlement of foreign workers. To ensure successful implementation, this study suggests several follow-up policy tasks: detailed needs analysis by occupation, innovation of performance-based assessment systems using CBT/IBT, and organic linkage with the visa system through inter-ministerial cooperation.

This study is about the method of measuring text difficulty and readability factors. The purpose of this study is to investigate which factor would make statistically significant influence on text difficulty, how accurately these factors could judge text difficulty and which is the most influential factor if these readability factors were applied together. For this purpose, four factors of Koo, M. J.(2013) are used which are word difficulty, grammatical unit, sentence length and adorning expression. As the result of discriminant analysis, the three factors except sentence length are meaningful and two discriminant functions are elicited. The first function can explain approximately 98.5% of group discriminant, and word difficulty factor show the strongest influence. The second function can explain 1.5%, the adorning expression factor show bigger influence than other factors. This result implies that the above discriminant functions using three factors can verify the level of texts in current TOPIK(Test of proficiency in Korean) and Korean textbooks for foreigners. Also, they can be used in developing texts of Korean reading education.

본고의 목적은 토픽Ⅱ 쓰기 영역 53번 작문형 문항의 모범 답안이 출제자의 의도에 적합한 최선의 글쓰기 모형인지, 이외 다른 방안은 대안이 될 수 없는지 논의해 보기 위함이다. 이를 위해 53번 문항의 유형을 분석한 뒤 문항 답안 작성에 적합한 글쓰기 모형과 패턴을 찾아 모범 답안을 활용하여 재구성하고, 이를 한국어 교사, 한국어교육 전문가, 글쓰기 교육 전문가들의 견해를 살펴보았다. 그 결과는 아래와 같다. 첫째, 토픽Ⅱ 쓰기 영역 53번 문제 유형은 주어진 정보를 객관적으로 전달하는 글쓰기 형태의 답안 작성을 요구하고 있었다. 그러나 한국어능력시험 홈페이지에 공개된 53번 문항 모범 답안의 전개 구조는 ‘정보 전달 글쓰기’ 보다 ‘주장하는 글쓰기’에 가까운 형식을 많이 채택하고 있었다. 둘째, 연구자는 모범 답안의 대안으로 53번 글쓰기와 같이 정보 전달을 목적으로 하는 보도기사문 가운데 역피라미드형 글쓰기 패턴을 찾아내고, 모범 답안을 활용하여 역피라미드형식의 답안 작성을 재구성하였다. 셋째, 이를 모범 답안과 비교하여 한국어교육 및 글쓰기 교육 전문가들을 대상으로 그 효용성을 조사, 분석한 결과 연구에 참여한 3개 전문가 그룹 전체에서 역피라미드형글쓰기가 모범 답안의 대안이 될 수 있음을 확인하는 유의미한 평가 결과를 확인할 수 있었다. 본 연구는 한국어교육 전문가 등의 견해를 통해 그동안 토픽Ⅱ 쓰기 교육 관련 연구에서 거의 다루지 않고 있던 ‘모범 답안’ 자체에 대한 논의를 이끌어내었다는 점에서 그 차별성과 의의를 찾을 수 있다고 하겠다.

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

Attainment inequalities exist for ethnic minority students graduating from higher education institutes (HEIs) in the UK. Previous research has investigated the outcomes and experiences of students from ethnic minority backgrounds on health and social care programmes. However, studies exploring ethnic minority speech and language therapy (SLT) students' experiences have only focused on international students and were conducted in Australia. No known studies exploring the experiences of both home-domiciled and international SLT students from ethnic minority backgrounds have been conducted in the UK. To explore the experiences of home-domiciled and international ethnic minority students on a SLT training programme and to identify ways to improve these experiences. All SLT students attending a pre-registration postgraduate course who identified as being from an ethnic minority background were invited to participate. Two focus groups, one for three international students and one for six home students, were conducted. Data were analysed using reflexive thematic analysis. Three themes were identified that illustrated students' current experiences and how experiences could be improved: (1) feeling an outsider, explores students' sense of belonging in SLT education; (2) finding ways to manage, describes the strategies used by students to cope with their experiences of marginalization, and how adopting these strategies impact on their well-being; and (3) promoting inclusion, explains how the training programme could be modified to improve the experience of ethnic minority students. A better understanding of the experiences of ethnic minority SLT students can help others to support them more effectively. The findings suggest that making changes to SLT training programmes could improve ethnic minority students' outcomes and experiences. These include: more training for staff and students, support groups for ethnic minority students, sharing lived experiences of students and experienced SLTs from ethnic minority backgrounds, and clearer ways of reporting racist incidents. International students would benefit from receiving more information on HEI support services and cultural practices in the UK. What is already known on this subject Previous studies have investigated the experiences of ethnic minority students on a range of HEI programmes, including those for students of physiotherapy and occupational therapy. The only studies investigating the experiences of ethnic minority SLT students are those exploring how international SLT students in Australia can be supported on professional placement. What this paper adds to the existing knowledge This study explores the experiences of home and international SLT students in the UK who identify as being from minority ethnic backgrounds. Findings suggest that these students feel like outsiders, affecting their sense of belonging. The need to find and implement strategies to manage their feelings of marginalization impacts on their well-being. What are the potential or actual clinical implications of this work? The findings suggest measures to promote the inclusion of ethnic minority SLT students to improve their experiences and support their well-being. These include more training for all staff and students and the creation of a 'lived experiences library' where students and experienced SLTs from ethnic minority backgrounds could share positive experiences as well as ways of dealing with challenges. Clearer ways of reporting racist incidents would be beneficial for all students. International students would benefit from receiving more information on HEI support services and cultural practices in the UK. It is important that ethnic minority SLT students are involved in developments that aim to improve their experiences.

A longitudinal study of immigrant mothers' destination-language proficiency and their children's psychological well-being: Evidence and mechanisms from a study in South Korea

Commentary: COVID‐19 Pandemic and Higher Education: International Mobility and Students’ Social Protection

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

International students comprise over 50% of the graduate student population in the life sciences in the US, over 70% of whom are Asian. Research that aims to understand international students’ experiences has often treated Asian students as a monolith, discounting significant cultural and historical differences between regions in Asia that may affect students’ motivations for pursuing graduate degrees, their experiences in graduate school, and their identities as scientists in training. To begin to understand the experiences of SAI students as they transition to PhD programs in the sciences, we conducted an exploratory study in which we interviewed 10 SAI students and 12 US native students during the first six months of their doctoral programs. We performed a content analysis of the interview data with the aim of identifying factors that shaped students’ doctoral transitions. We then selected factors that were distinctive to SAI students. Finally, we carried out an interpretative phenomenological analysis to understand and describe the following factors that SAI students experienced as influencing their doctoral transitions: prior exposure to research; opportunities for networking; challenges with and affordances for acculturation; attitudes toward and understanding of mental health issues; financial affordances and constraints of pursuing a PhD, and barriers to communication. The results of this work have the potential to be useful to graduate programs seeking to ease SAI students’ transition to doctoral programs.

The purpose of this study was to identify and analyze the adjustment problems encountered by international graduate students enrolled in American universities. Issues of interest included motives for attending graduate school, factors involved in facilitating and constraining the graduate school experience, personality traits that contribute to successful performance in a graduate program, and suggestions for future international graduate students. Semi-structured interviews of two international students were conducted with four major themes emerging. These were (a) student needs for a successful graduate program experience, (b) initial barriers to the graduate school experience, (c) consistent barriers to the graduate school experience, and (d) factors that facilitate a successful graduate school experience. These themes were further broken down into internal, external, and combined factors in an effort to better understand the graduate experience of international students. The importance of overcoming initial barriers, such as communication problems and culture shock; addressing consistent barriers to adaptation, such as becoming comfortable in a new learning environment and culture; and focusing on the development and enhancement of factors that facilitate adaptation, such as organizational skills, intrinsic motivation, social interaction, balancing time, and others are addressed. This article concludes with a series of recommendations to facilitate a better graduate school experience for international students.

The UK has been one of the most desired destinations among international students. Among them, the Chinese student cohort represents the largest group in the UK. While aiming to benefit from the high-quality scholarship and invaluable experience arising from international contexts, it is widely acknowledged how these international students likewise make significant financial, economic, academic and cultural contributions to the host country. Previous studies have examined different aspects of Chinese international students’ experience in the UK (e.g. motivation, learning strategies, social adjustment and participation and attainment), but in-depth and comprehensive investigations of the experiences of Chinese international students for the duration of a Master’s programme are seemingly non-existent. This study has responded to recommendations from previous literature and studies that suggest future research in this area should consider employing a longitudinal design to examine international students’ adaptation process over time while focusing on one specific international student group (Smith & Khawaja, 2011; Zhang & Goodson, 2011). Therefore, the purpose of this research is to explore Chinese postgraduate taught (PGT) students’ transitional experience in the UK with two specific research questions: 1) how do Chinese postgraduate taught students adapt to a new academic and social culture during the transition process? and 2) how do their social connections influence their transitional experience in the UK? This investigation characterises qualitative longitudinal research. Thirty-four Chinese PGT students at a research-intensive Scottish University participated in this study. Two sets of semi-structured interviews with the use of visual method techniques, i.e. photo-elicitation and diagrammatic-elicitation were conducted at the beginning of and near the end of the one-year Master’s programme. With the phenomenological focus of this research investigation, an inductive approach, i.e. Interpretative Phenomenological Analysis was employed for the data analysis. The combination of the reflective and in-depth understanding from this longitudinal study offers distinctive and broad insights into Chinese international PGT students’ complex transitional experience in the UK. This features the intertwined academic, social, linguistic and psychological experiences as well as observed changes and reflections when initial and latter experiences are compared. By using Abraham Maslow’s hierarchy of needs as a theoretical lens, this study aims to offer useful conceptual contributions for a deeper understanding of the needs specific to Chinese PGT students and at the practical level, offer invaluable insights for how these needs from the beginning to the end of their educational journeys can be addressed. Additionally, by adopting the functional model of the friendship network, the research findings present a comprehensive picture of their social connections – these connections become a vital component of their overall experience and, in turn, is linked to how their hierarchy of needs is subsequently met. Altogether, this research has endeavoured to address some of the important gaps when investigating Chinese PGT students’ experience in the UK by using a longitudinal approach combined with visual methods and the use of Interpretative Phenomenological Analysis in order to offer a complex, diverse and dynamic picture of Chinese PGT students’ experience in the UK. Such an understanding can serve as a catalyst for a greater appreciation of this specific international student group, but it can also provide some invaluable insights in understanding other similar groups. A greater and deeper understanding of international students is arguably indispensable for Higher Education Institutions’ strategies. This can play a major contributory role in their ongoing attempts to create better quality, more meaningful international student experiences.

As the number of international students in higher education continues to grow, so do concerns regarding systemic obstacles, discrimination, and social isolation that can impede students’ academic success. Peer mentorship has been shown to support graduate students through academic socialization and achievement in higher education (Lorenzetti et al., 2019). The purpose of this study was to explore the transitional experiences of international graduate students, and the extent to which peer-mentoring relationships can support academic and emotional well-being. Researchers interviewed 13 international graduate students from 3 professional faculties at a research-intensive Canadian university. International students described academic and intersectional challenges experienced while navigating and adapting to new environments and how these impacted both academic outcomes and students’ well-being. Relationships with peers were viewed as an essential means by which students could access academic and psychosocial supports necessary to adjust to and thrive in their new educational and cultural environments.

Drawing on the literature on international student experiences and identities, this study discusses theories of identity from a social constructionist perspective. ‘Identification’ is the preferred term to describe a dynamic process through which students negotiate the meaning of their identities in different societies and communities. Based on interviews with 35 international doctoral students from two graduate schools in Germany, the article illustrates the significance of international mobility for education when external ‘differences’ are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to ‘Others’ in the host society. The article contributes to the literature on international student mobility by providing a fine-grained analysis of student identification, showing how the discourse of difference is used as a double strategy.