Undergraduate Foreign Students Research Articles

A Study on University Life adaptation, Participation, and Satisfaction of Non-major Foreign Undergraduate Students -Based on the comparison between intermediate and advanced Korean learners

A Study on University Life adaptation, Participation, and Satisfaction of Non-major Foreign Undergraduate Students -Based on the comparison between intermediate and advanced Korean learners

Analysis of the Experience of Using Generative AI and the Needs of Writing Education of Foreign Undergraduates

The purpose of this study is to analyze the experiences and educational needs of foreign undergraduate students enrolled in Korean universities using Generative AI and to find ways to effectively utilize Generative AI in the writing process. To this end, a survey was conducted on 219 foreign undergraduate students who took Liberal Arts <College writing> courses at A University. As a result of the analysis, 39.7% of foreign undergraduate students who participated in this survey answered that they had used Generative AI when performing assignments at university. Respondents mainly used Generative AI for outlines, summaries, solving exercises, and writing general reports, and used Generative AI to better understand the content, to generate ideas, to translate, and to revise their expressions. And as a result of analyzing their educational needs, we found that foreign undergraduate students need writing, citation, and writing ethics education when using Generative AI, even if they are aware of citation methods and problems when using Generative AI in the process of performing university assignments. Based on these results, this study suggested educational implications for writing when using Generative AI in writing subjects. It is necessary for us to teach ciation methods and writing ethics when using Generative AI. Also, it is necessary for us to teach writing students using Generative AI the types of writing that take into account the majors of foreign undergraduate students or the types of writing that learners write with frequently. How to use Generative AI in writing classes can be taught to foreign undergraduate students, especially in the writing revision stage.

The Discourse on Student Engagement and Motivation Among Foreign Students in Finland

Student engagement in higher education is a complex construct that encompasses the active participation, involvement, and investment of students in their learning experiences. However, foreign students, who bring unique cultural, linguistic, and social backgrounds, face distinct challenges and experiences in adapting to higher education environments. This research aimed to fill a practical research gap by exploring how foreign undergraduate students in Finland perceive student engagement and motivation in higher education. Moreover, it sought to advance the ongoing discussion about student engagement in academia. This inductive research adopted a qualitative research framework and gathered interview data with foreign degree students in Finland. The semi-structured interviews with foreign undergraduate students were analyzed thematically and yielded four primary themes. First, the theme of peer interaction and cultural stereotypes, followed by the second theme, which revolves around integration challenges. The third theme highlights challenges viewed as opportunities, and finally, the theme of institutional support. Moreover, the study contributes to the body of knowledge by providing valuable insights about a group of students that is often marginalized. The article concludes by providing implications for research and practice.

외국인 유학생 대상 글쓰기 수업 설계와 운영방안 연구

This study aims to investigate the teaching method of Korean writing for foreign undergraduate students. For foreign students majoring in Korean, the language serves a dual purpose as a tool for academic activities and an academic goal in itself, which distinguishes them from other learners with different academic objectives. Therefore, it is crucial to tailor Korean writing instruction to meet the specific needs of this student population.
 Therefore, the goal is to design writing classes for foreign undergraduate students majoring in Korean, considering both genre and content knowledge.
 After conducting a class using Dictogloss, it was confirmed that there was a positive impact and performance in practical, definitional, and practical aspects on listening and reconstruction skills, which are the basis of Korean interpretation/ translation and Korean writing.

외국인 유학생의 범교과적 학문 문식성 측정 연구

외국인 유학생의 범교과적 학문 문식성 측정 연구

An Analysis of Foreign Undergraduates' Perceptions of a Good Class in College Writing

This study aims to find out what constitutes a good class as seen by foreign undergraduates in liberal arts college writing courses. A survey on the perception of a good class was conducted for 211 foreign students taking the College Writing courses. As a result, the factors that constitute a good class according to the students were the following: first, the instructors, second, the class environment, third, the evaluation and the atmosphere, fourth, the contents of education, and lastly, the teaching method by category. The students judged whether the class was good or not, largely according to the instructors’ kindness, the degree of care he or she gave to the students, and the ability of the instructor to communicate. Next, the study found that there was a difference in the perception of a good class according to the level of students’ Korean proficiency. Compared to intermediate and advanced learners, beginner learners recognized writing courses involving the learners' participation as worse in terms of teaching method, evaluation, and atmosphere. If instructors in charge of university writing courses for foreign undergraduate students plan and operate classes with the results of this study in mind, it is expected that the educational effect and student satisfaction will be enhanced.

외국인 학부 유학생의 한국어 읽기 동기 양상 연구

Objectives The purpose of this study is to reveal the educational implications related to the reading motivation of foreign students by exploring the subfactors of Korean-reading motivation by targeting foreign undergraduate students in Korea and examining the difference in Korean-reading motivation according to the learners’ variables related to gender, nationality, and level.
 Methods To this end, the test was conducted using the foreign language reading motivation scale of Lee & Kwon (2022), which was developed based on the reading motivation theory of Watkins & Coffey(2004), Mori(2002), etc. on 86 foreign undergraduate students attending 4 universities in Seoul and Busan, from the May to June 2022, and the results were statistically verified by SPSS 26.0.
 Results As a result of the study, the motivation for domestic foreign undergraduate students to read Korean was extracted into 6 subfactors: (1)reading challenge motivation, (2)reading importance motivation, (3)efficacy motivation, (4)fiction motivation, (5)non-fiction motivation, and (6)recognition and competition motivation. In addition, as a result of confirming the difference of patterns in reading motivation according to the learners’ variables, The difference in motivation according to gender found that men are more motivated than women in reading efficacy motivation and women are more motivated than men in reading challenge motivation and fiction motivation. The motivation factor according to nationality showed statistically significant difference only in reading challenge motivation, and the difference in motivation according to the TOPIK level showed that 3rd and 4th grade acquirers had a higher motivation than 5th and 6th grade acquirers in recognition and competition motivation.
 Conclusions In the field of Korean reading education as a foreign language, given that discussions such as reading motivation in affective aspects and the results of the study have been relatively insignificant, the results of this study are meaningful as a study that investigated the Korean reading motivation of foreign students, identified subfactors, and statistically identified differences in motivation patterns according to learners' variables. The results of this study are basic and empirical study on the reading motivation of foreign students, which can be used as basic data for teaching and learning of foreign undergraduate students in Korea.

Higher Education Exports Before and After Covid

Historically, the higher education system in countries belonging to the Organization for Economic Cooperation and Developing (OECD), a grouping of advanced economies, and especially in the United States, has been a magnet for foreign students, both graduate and undergraduates. Graduate students tend to be supported by teaching and research assistantships from the hosting university and do not generate direct revenues for the hosting institution. They do contribute to the economy with their productivity in research projects and with their private consumption. In contrast, most undergraduate foreign students pay fees and tuition which are often higher than those paid by local domestic students. The difference between out-of-state and in-state tuition and fees captures the “price” differential between local domestic students and their foreign counterparts. The latter undergraduate group generates foreign exchange revenues for the country in which the hosting institutions are located. These revenues constitute export revenues although the export is “consumed” in the hosting countries, unlike corn exports consumed at destination in the importing market. Foreign students in OECD countries come predominantly from Asian countries. This discussion abstracts from interstate trade which occurs when a university student from a given state studies in another state. Here, we only consider foreign buyers of U.S. education services.

요구분석을 통한 외국인 학부생 대상 <고전문학사> 수업 내용 설계와 개선 방안

Objectives The purpose of this study is to propose a lesson improvement plan for <Korean Classical Literature History> considering the level and requirements of foreign undergraduates.
 Methods To this end, at the beginning of the semester, the educational priorities were identified by measuring the required and current levels of foreign undergraduate students majoring in Korean language and literature at Korean universities. Then, by applying this priority, the current level of the learners was measured again after the class was conducted for one semester.
 Results First of all, we reviewed the contents of the Korean course and the prior research, and selected the educational goals and contents of the <Korean Classical Literature History> class for foreign undergraduates. At the beginning of the semester, the current and necessary levels of foreign undergraduates were investigated and the requirements and educational priorities were extracted. Reflecting these results, classes were designed and applied to classes by increasing the proportion of “late medieval literature” and “middle-modern transition literature classes.”
 Conclusions A survey of the current level and recognition level at the end of the semester confirmed that the level of understanding and recognition of education has increased. Finally, based on the class examples and the results of the questionnaire, a plan to improve the class for foreign undergraduates was presented.

Syllabus Design for Academic Purpose Korean Speaking Classes for Undergraduate Foreign Students

Syllabus Design for Academic Purpose Korean Speaking Classes for Undergraduate Foreign Students

A Basic Study on Assessment of Korean Language Proficiency in Academic Performance of Foreign Undergraduate Students

A Basic Study on Assessment of Korean Language Proficiency in Academic Performance of Foreign Undergraduate Students

A Basic Study on Assessment of Korean Language Proficiency in Academic Performance of Foreign Undergraduate Students

A Basic Study on Assessment of Korean Language Proficiency in Academic Performance of Foreign Undergraduate Students

A Case Study on an Online Korean Discussion Class with Foreign Undergraduate Students

The aim of this study is to suggest a flexible and differentiated way of managing online Korean discussion classes. For this study, an actual online Korean discussion class was selected. The class consisted of four phases: preparation, check, discussion, and reflection. Each of the phases was gone through online, either live or recorded, based on their nature. In preparation phase, video lectures were provided to have students ready for the discussion topic and familiar with related expressions. In check phase, knowledge and expressions relevant to the topic were checked as a quiz on LMS. In discussion phase, the students discussed the topic in a Zoom meeting room. The discussion was subdivided into groundwork, rehearsal, discussion, and presentation. After every three or four students had a discussion in a small Zoom meeting room, the moderator in each group gave a presentation about their discussion for five minutes. In reflection phase, the students by themselves wrote a reflection journal on LMS about their discussion.<br/> The implication of this case study is that online Korean discussion can enhance learning about the topic. With the small-grouping function in Zoom, the students were able to participate in the discussion actively and the teacher observed their discussions in detail. Also, due to the characteristics of online setting, the participants had less pressure on instant speech. On top of that, various functions built in LMS helped the teacher manage the class more dynamically than the offline one.

Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities

In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.

외국인 학부생의 보고서에 나타난 자료 사용 양상

This study aimed to analyze the use of source text in reports prepared by foreign undergraduate students in integrated writing courses. For this purpose, 27 reports, obtained from advanced-level foreign undergraduate students enrolled in the first semester of the liberal arts course (Writing) in 2021, were analyzed for citation errors. The results revealed that, on average, 31.38% of the text in the reports was found to be borrowed from the source text. The bigger the group, the more diverse were the reference materials used, and the frequency of use exhibited an increasing trend. Multiple linear regression analysis was performed to determine whether the type of reference materials affected the quality of reports, but the results showed that the effect was not significant. Notably, regarding the ratio of citation styles used by foreign undergraduates, on average, indirect citations were preferred over direct citations. However, it cannot be inferred from the results that foreign undergraduate students preferred the direct citation style, as the error in citation can be attributed to ‘inappropriate indirect citation’, that is, the error of making an indirect citation in the form of a direct citation and the frequency of this error was high. Therefore, it was suggested that education pertaining to ethics in writing should be strengthened to help students correctly cite their source, since an inappropriate indirect citation can be indicative of plagiarism.

A Study on the Improvement for Foreign Undergraduate Students’ Report Writing Anxiety

이 연구는 보고서 쓰기를 경험한 외국인 학부생을 중심으로 보고서 쓰기에 대한 불안 요인을분석하여 효율적인 보고서 쓰기 과정의 개선 방안을 찾는 것을 목적으로 한다. 이를 위해 2019년2학기와 2020년 1학에 걸쳐 경기 지역의 A 대학 54명, 충청 지역의 B 대학 20명을 대상으로설문을 진행하였고 상담을 통해 연구의 내용을 보충하였다. 설문의 내용은 보고서 쓰기 불안에관련된 항목으로 낮은 자신감, 쓰기 거부감, 평가 불안감에 대한 것이다. 보고서 쓰기 불안감은 일반적인 쓰기 불안감에서부터 그 원인을 찾을 수 있으며 교수자의 부정적 피드백, 학습자 자신의 한국어 실력의 불만족, 쓰기에 대한 부족한 경험이 대부분을 차지하였다. 쓰기 거부감에 관해서는 쓰기의 방법과 글 구조에 대한 이해 부재, 낮은 한국어능력과 쓰기경험 부족 등이 나타났다. 평가 불안감에서는 보고서로 인한 학점의 불이익에 대한 불안, 글쓰기수업에서의 낮은 평가, 진학 목적의 보고서 부담감이 그 원인으로 나타났다. 설문 결과를 통해학습자 자신이 쓰기 불안을 인지하고 그에 따른 해결 방안을 모색하고자 하였다. 크게 두 가지측면에서 제시하였는데 정의적 요인에 대해서는 정의적, 심리적 접근을 통한 방안을 모색하였고인지적 요인에서는 지식적, 기술적, 절차적 요인으로 그에 따른 보고서나 글 구조의 학습, 다양한경험과 활동, 지속적인 한국어 학습 과정이 뒷받침되어야 한다고 제시하였다. 본 연구는 외국인학부생의 보고서 쓰기 어려움과 장애가 정의적 문제에서 출발했다는 점에서 의의가 있다.

The PEC-G and University Internationalization

This article presents a broader research clipping that aimed to understand the strategies and trajectories of foreign undergraduate students at a Brazilian public university. In this text we focus on the PEC-G (Undergraduate Student Agreement Program) and the relationships established by African students linked to this program as an internationalization and academic mobility policy. Based on some concepts of Bourdieu, we seek to understand the meanings attributed by students to the educational process in Brazil and their expectations with the conclusion of the course. Based on assumptions of qualitative research, we produced two different types of data, the interview being the main source. Fourteen students and the university's international affairs advisor were interviewed. Another source of data were the documents on the MRE (Ministry of Foreign Affairs) and MEC (Ministry of Education) websites that characterize the PEC-G. The results indicate that it is necessary to engage these young students and assist them in their specificities, both in academic education and in cultural and critical education. This service goes through a quality reception that provides relevant information and really helps them to make the most of the experience in our country.

외국인 학부생의 디지털 리터러시 경험 연구 - 유학생 4명의 사례를 중심으로

이 연구는 외국인 학부생을 대상으로 초점 그룹 인터뷰(FGI)를 실시하여 이들이 유학 생활 중 경험하는 디지털 리터러시를 분석하였다. 본고에서는 외국인 학부생의 디지털 리터러시를 한정선 외(2006)에서 제안한 세 가지 영역 구분 방식, 기능적 리터러시, 비판적 리터러시, 사회적 리터러시의 측면으로 나누어 살펴보았다. 인터뷰 참여자는A대학에 재학 중인 중국인 학부생들로 전공은 다르지만 모두 고급 수준의 한국어능력을 가지고 있다. 이들의 기능적 리터러시는 비교적 우수하여 학업수행과 유학생활에 큰 도움을 받을 수 있는 수준이다. 비판적 리터러시 영역에서는 학습자들이 아직 디지털매체로부터 비판적으로 자료를 선별하고 수집하는 데에서 어려움을 겪고 있다. 학교에서는 보고서 쓰기에 필요한 ‘인용하기’나 ‘출처달기’를 학습한 정도인데, 이는 단지 명시적지식으로 습득되어 이해하고 있을 뿐 실제로 활용하기에는 여러모로 역부족이다. 마지막으로 디지털 리터러시의 최상위 영역으로 분류되는 사회적 리터러시 영역에서는 학습자들이 공동체의 일원으로서 자신의 정체성과 지위를 인정받기 위해 수행하는 노력과 요구들을 확인할 수 있었다. 이 연구는 한국어 디지털 리터러시 교육과정 개발을 위한 기초연구로서 학습자 중심적 측면에서 실제 외국인 학부생의 디지털 리터러시 실행상황과 요구를 탐색했다는 점에서 의의가 있다.

외국인 학부생의 비대면 한국어 수업 경험에 대한 탐색: 줌(Zoom)을 활용한 실시간 온라인 수업을 중심으로

외국인 학부생의 비대면 한국어 수업 경험에 대한 탐색: 줌(Zoom)을 활용한 실시간 온라인 수업을 중심으로

학부 유학생의 비판적 리터러시 향상을 위한 강의 설계 방안 연구

학부 유학생의 비판적 리터러시 향상을 위한 강의 설계 방안 연구