Abstract
This article explores the perception and reasons for Korean students’ silence and low levels of oral participation in U.S. graduate programs. It analyzes a case study conducted with two Korean students currently attending graduate school in urban settings. The researcher conducted semi‐structured interviews with the participants, using a constant comparisons method for data analysis. The study shows that the participants perceived themselves to be the quietest members of their classes. Reasons for silence included poor command of the English terms relevant for their discipline, influence of Korean classroom mannerisms, and face saving. However, the participants had a strong desire to contribute, which was revealed when they actively worked on an online discussion board. This implies the need for pedagogical tools to encourage and help these students actively speak up in U.S. classrooms.
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