Korean graduate students’ academic experiences in the United States

The purpose of this study was to explore in-depth the experiences of Korean graduate students regarding academic experiences in the United States. Interviews were carried out with twelves students to gain insights into their difficulties and learning experiences. The participants shared more similar perceptions than differences regarding language difficulties, American culture, and academic adjustment issues. Based on the interviews, the participants were satisfied with the quality of education, favorable learning environments, quality services, and effective learning support systems. The main difficulties highlighted by participants were unfamiliar patterns of classroom interactions and language difficulties as intercultural communication barriers. Even though the participants were reluctant to participate in class discussion, they considered class discussion as a means to understand course materials. The results confirm the importance of cultural issues in the adjustment process, particularly in relation to classroom interactions. Listening and speaking were the most difficulties cited by the participants. The Korean students’ voices have challenged some of our taken-for-granted educational traditions, norms, and practices in the classroom. The study suggests that in the age of globalization, it is important to review and adapt our pedagogical practices and to realign them to equip Korean students for global competency.