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      A Case Study: Academic Adaptation of Chinese Doctoral Students in a Korean University = 한국에 유학 온 중국 대학원생의 학업 적응에 대한 사례 연구

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      https://www.riss.kr/link?id=T16529678

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      국문 초록 (Abstract)

      한국어
      영어
      한국은 아시아에서 좋은 고등 교육 환경을 지니고 있기 때문에, 많은 아시아 학생들의 유학 목적지 중의 하나이다. 최근의 한국 교육부 통계에 따르면, 한국에 거주하고 있는 중국인 유학생의 수는 해마다 증가하고 있다. 이런 상황에서 중국 유학생들이 새로운 교육 환경인 국내 대학에서 어떻게 학업적인 성공을 거두는지 이해하는 것은 매우 중요한 연구 주제이다. 결국 중국 대학원 유학생들의 국내 대학 학업 적응 문제는 유학생들의 학업 경험과 학업 성취에 있어 필수적인 연구 주제라고 할 수 있다.
      본 연구는 사례 연구 방법을 활용하여 국내 W대학에 재학중인 중국인 박사과정 대학원생들을 대상으로 진행되었다. 구체적으로 중국인 대학원생들의 학업적 적응에 연구의 목적을 집중하여 연구를 진행하였다. 이 연구의 기간은 코로나 상황인 2020년-2021년도에 걸쳐서 진행되었다. 2년 동안 6명의 참가자를 대상으로 심층 면접, 온라인 및 현장 강의 관찰, 참가자와 연구자와의 대화, 참가자의 소셜미디어 웹로그 활동 등을 활용해 다양한 데이터를 수집하고, 브라운과 클라크의 주제별 분석을 활용하여 데이터를 구체적으로 분석했다.
      본 연구 결과는 다음과 같다. 먼저 중국인 유학생들의 학문적인 적응 과정에 있어서, 중국 대학원생들의 학문적 기대는 학습자의 자기 성장에 대한 기대, 국내 대학 교수자에 대한 기대, 국내 대학 교육 환경에 대한 기대를 포함하여 3가지로 구분되었다. 구체적으로 중국 유학생들의 학문적 기대는 학습자 스스로의 학습 동기를 촉진 시킬 수 있다는 연구 결과를 드러냈다. 둘째, 중국 유학생들이 국내 대학에서 직면하는 학문적 어려움은, 한국어나 영어를 배워야 되는 언어적 장벽이 가장 큰 어려움으로 나타났다. 더불어서, 학부나 석사에서 본인이 전공하지 않은 전공을 박사에서 선택할 경우, 전공지식과 관련된 배경지식이 부족한 것으로 드러났다. 셋째, W 대학에서 학업 적응을 하기 위한 중국 대학원 유학생들의 대처 전략은 학습자의 개인적인 노력과 학습능력 활용이라는 두 가지 차원으로 구분되었다. 구체적으로 학습자의 개인적 노력은 자기인식, 계획목표, 학습동기, 자기주도학습, 자기평가, 자기반성 등의 6가지 차원으로 구분되었다.
      본 연구의 결과를 바탕으로 유학생들의 학업 적응을 위한 여러 가지 제안점을 도출하고자 한다. 첫째, 중국 유학생들이 학업적 어려움에 직면했을 때, 본인이 그동안 익힌 지식과 기술을 바탕으로 어떻게 어려움을 해결할 지 구체적인 목표를 세워야 한다. 둘째, 목표에 따라서 구체적인 학습 계획을 세워야 한다. 셋째, 중국 유학생은 스스로 내적 학습 동기를 자극하여 무엇을 공부할지 학습 목적을 명확히 확립해야 한다. 넷째, 학습자의 자기주도적 학습에서 적응에 관련된 어려움을 극복할 수 있도록 주변 학습 환경을 지혜롭게 활용해야 한다. 다섯째, 중국 유학생 스스로 본인의 유학생활에 대한 자기평가와 자기성찰이 필요하다. 위의 여러 가지 제안점은, 중국 유학생들이 국내 대학에서 경험하게 되는 학업적 어려움을 극복하고 미래의 학업 진로를 원활하게 찾을 수 있도록 도움이 될 것이다.
      번역하기

      한국은 아시아에서 좋은 고등 교육 환경을 지니고 있기 때문에, 많은 아시아 학생들의 유학 목적지 중의 하나이다. 최근의 한국 교육부 통계에 따르면, 한국에 거주하고 있는 중국인 유학생...

      한국은 아시아에서 좋은 고등 교육 환경을 지니고 있기 때문에, 많은 아시아 학생들의 유학 목적지 중의 하나이다. 최근의 한국 교육부 통계에 따르면, 한국에 거주하고 있는 중국인 유학생의 수는 해마다 증가하고 있다. 이런 상황에서 중국 유학생들이 새로운 교육 환경인 국내 대학에서 어떻게 학업적인 성공을 거두는지 이해하는 것은 매우 중요한 연구 주제이다. 결국 중국 대학원 유학생들의 국내 대학 학업 적응 문제는 유학생들의 학업 경험과 학업 성취에 있어 필수적인 연구 주제라고 할 수 있다.
      본 연구는 사례 연구 방법을 활용하여 국내 W대학에 재학중인 중국인 박사과정 대학원생들을 대상으로 진행되었다. 구체적으로 중국인 대학원생들의 학업적 적응에 연구의 목적을 집중하여 연구를 진행하였다. 이 연구의 기간은 코로나 상황인 2020년-2021년도에 걸쳐서 진행되었다. 2년 동안 6명의 참가자를 대상으로 심층 면접, 온라인 및 현장 강의 관찰, 참가자와 연구자와의 대화, 참가자의 소셜미디어 웹로그 활동 등을 활용해 다양한 데이터를 수집하고, 브라운과 클라크의 주제별 분석을 활용하여 데이터를 구체적으로 분석했다.
      본 연구 결과는 다음과 같다. 먼저 중국인 유학생들의 학문적인 적응 과정에 있어서, 중국 대학원생들의 학문적 기대는 학습자의 자기 성장에 대한 기대, 국내 대학 교수자에 대한 기대, 국내 대학 교육 환경에 대한 기대를 포함하여 3가지로 구분되었다. 구체적으로 중국 유학생들의 학문적 기대는 학습자 스스로의 학습 동기를 촉진 시킬 수 있다는 연구 결과를 드러냈다. 둘째, 중국 유학생들이 국내 대학에서 직면하는 학문적 어려움은, 한국어나 영어를 배워야 되는 언어적 장벽이 가장 큰 어려움으로 나타났다. 더불어서, 학부나 석사에서 본인이 전공하지 않은 전공을 박사에서 선택할 경우, 전공지식과 관련된 배경지식이 부족한 것으로 드러났다. 셋째, W 대학에서 학업 적응을 하기 위한 중국 대학원 유학생들의 대처 전략은 학습자의 개인적인 노력과 학습능력 활용이라는 두 가지 차원으로 구분되었다. 구체적으로 학습자의 개인적 노력은 자기인식, 계획목표, 학습동기, 자기주도학습, 자기평가, 자기반성 등의 6가지 차원으로 구분되었다.
      본 연구의 결과를 바탕으로 유학생들의 학업 적응을 위한 여러 가지 제안점을 도출하고자 한다. 첫째, 중국 유학생들이 학업적 어려움에 직면했을 때, 본인이 그동안 익힌 지식과 기술을 바탕으로 어떻게 어려움을 해결할 지 구체적인 목표를 세워야 한다. 둘째, 목표에 따라서 구체적인 학습 계획을 세워야 한다. 셋째, 중국 유학생은 스스로 내적 학습 동기를 자극하여 무엇을 공부할지 학습 목적을 명확히 확립해야 한다. 넷째, 학습자의 자기주도적 학습에서 적응에 관련된 어려움을 극복할 수 있도록 주변 학습 환경을 지혜롭게 활용해야 한다. 다섯째, 중국 유학생 스스로 본인의 유학생활에 대한 자기평가와 자기성찰이 필요하다. 위의 여러 가지 제안점은, 중국 유학생들이 국내 대학에서 경험하게 되는 학업적 어려움을 극복하고 미래의 학업 진로를 원활하게 찾을 수 있도록 도움이 될 것이다.

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      다국어 초록 (Multilingual Abstract)

      영어
      한국어
      Korea is one of the main destination for Asian students because it has appropriate study fees and a good educational environment. In fact, according to the Korean Ministry of Education Statistics, the number of Chinese international students in Korea is on the rise. In the process of studying abroad, Chinese international students' learning experiences may be more challenging than their previous before. The Chinese international students are eager to know how achieve academic success in the new educational environment. Therefore, academic adaptation is vital part for international students' academic experience and academic achievement.
      However, there is a group among international students: Chinese university instructors as doctoral students who need to develop professional career competence and improve their academic level. Even university instructors in Chinese international students still have obstacles to academic adaptation in the face of new educational environment. Therefore, this study determined the key factors that predict success or failure in academic adaptation from academic adaptation of Chinese international doctoral students.
      To achieve this goal, the researcher explored the progress of academic adaptation of W University's Chinese international graduate students as a case study, which is an empirical survey. The study began in 2019 Fall semester and ended in 2021 Spring. During the four semesters, four in-depth interview, multiple online and on-site classroom observations, informal conversations, and social media web logs were conducted for four participants to collect data and used thematic analysis by Braun and Clark. Then it determined the dimensions of academic difficulties for Chinese international graduate students in Korea's academic life. Finally, it constructed an academic adaptation strategies framework for Chinese international graduate students.
      The study findings are listed as follows. Firstly, in academic adaptation, the academic expectations of Chinese international doctoral students are divided into three dimensions: learners' expectations for self-growth, learners' expectations for educators, and learners' expectations for the educational environment. A certain academic expectation can promote learners' learning motivation. Learners who are academic process-oriented have higher self-confidence in their upcoming academic career than learners who are academic result-oriented to obtaining a doctoral degree and can adapt to the academic life in the host country faster.
      Second, the academic difficulties faced by Chinese students in their academic careers contains two secondary dimensions: language barriers, academic challenges. Third, the coping strategies for the academic adaptation in foreign country divided into two dimensions: learners' instinct efforts and utilizing learning skills. Specifically, learners' instinct efforts were divided into six secondary dimensions: self-cognition, planning goal, learning motivation, self-directed learning, self-evaluation, and self-reflection. These six secondary dimensions interact and constitute a circular adaptation process to deal with academic difficulties. In addition, the utilizing learning strategies are helpful for Chinese international graduate students to adapt to academic life.
      Therefore, this study constructs a five-step framework for academic adaptation. In the face of academic difficulties, the first step is for learners to make self-awareness and understand the knowledge and skills they have mastered. The second step is to make a plan and break it down into small goals. Then, the third step is to stimulate the internal learning motivation and establish the learning purpose. The fourth step is to help learners overcome learning difficulties in self-directed learning. The fifth step is self-evaluation. The five-step academic adaptation framework focuses on reflection, and reflection behavior repeatedly appears in each step to help learners implement better. In short, the five-step academic adaptation framework to achieve the goal of helping Chinese international students overcome academic difficulties and adapt to their academic careers smoothly.
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      Korea is one of the main destination for Asian students because it has appropriate study fees and a good educational environment. In fact, according to the Korean Ministry of Education Statistics, the number of Chinese international students in Korea ...

      Korea is one of the main destination for Asian students because it has appropriate study fees and a good educational environment. In fact, according to the Korean Ministry of Education Statistics, the number of Chinese international students in Korea is on the rise. In the process of studying abroad, Chinese international students' learning experiences may be more challenging than their previous before. The Chinese international students are eager to know how achieve academic success in the new educational environment. Therefore, academic adaptation is vital part for international students' academic experience and academic achievement.
      However, there is a group among international students: Chinese university instructors as doctoral students who need to develop professional career competence and improve their academic level. Even university instructors in Chinese international students still have obstacles to academic adaptation in the face of new educational environment. Therefore, this study determined the key factors that predict success or failure in academic adaptation from academic adaptation of Chinese international doctoral students.
      To achieve this goal, the researcher explored the progress of academic adaptation of W University's Chinese international graduate students as a case study, which is an empirical survey. The study began in 2019 Fall semester and ended in 2021 Spring. During the four semesters, four in-depth interview, multiple online and on-site classroom observations, informal conversations, and social media web logs were conducted for four participants to collect data and used thematic analysis by Braun and Clark. Then it determined the dimensions of academic difficulties for Chinese international graduate students in Korea's academic life. Finally, it constructed an academic adaptation strategies framework for Chinese international graduate students.
      The study findings are listed as follows. Firstly, in academic adaptation, the academic expectations of Chinese international doctoral students are divided into three dimensions: learners' expectations for self-growth, learners' expectations for educators, and learners' expectations for the educational environment. A certain academic expectation can promote learners' learning motivation. Learners who are academic process-oriented have higher self-confidence in their upcoming academic career than learners who are academic result-oriented to obtaining a doctoral degree and can adapt to the academic life in the host country faster.
      Second, the academic difficulties faced by Chinese students in their academic careers contains two secondary dimensions: language barriers, academic challenges. Third, the coping strategies for the academic adaptation in foreign country divided into two dimensions: learners' instinct efforts and utilizing learning skills. Specifically, learners' instinct efforts were divided into six secondary dimensions: self-cognition, planning goal, learning motivation, self-directed learning, self-evaluation, and self-reflection. These six secondary dimensions interact and constitute a circular adaptation process to deal with academic difficulties. In addition, the utilizing learning strategies are helpful for Chinese international graduate students to adapt to academic life.
      Therefore, this study constructs a five-step framework for academic adaptation. In the face of academic difficulties, the first step is for learners to make self-awareness and understand the knowledge and skills they have mastered. The second step is to make a plan and break it down into small goals. Then, the third step is to stimulate the internal learning motivation and establish the learning purpose. The fourth step is to help learners overcome learning difficulties in self-directed learning. The fifth step is self-evaluation. The five-step academic adaptation framework focuses on reflection, and reflection behavior repeatedly appears in each step to help learners implement better. In short, the five-step academic adaptation framework to achieve the goal of helping Chinese international students overcome academic difficulties and adapt to their academic careers smoothly.

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      목차 (Table of Contents)

      • Ⅰ. INTRODUCTION 1
      • 1. The Necessity of the Research 1
      • 2. Statement of the Problem 7
      • 3. Purpose of the Study 10
      • Ⅱ. LITERATURE REVIEW 13
      • Ⅰ. INTRODUCTION 1
      • 1. The Necessity of the Research 1
      • 2. Statement of the Problem 7
      • 3. Purpose of the Study 10
      • Ⅱ. LITERATURE REVIEW 13
      • 1. Definition of Terms 13
      • 2. Chinese International Students Studying in Korea 19
      • 3. Academic Adaptation 24
      • 4. Chinese Graduate Students' Academic Adaptation 29
      • 5. Theoretical Framework 38
      • Ⅲ. METHODOLOGY 42
      • 1. A Qualitative Case Study 42
      • 2. Research Site and Participants 45
      • 3. Data Collection 54
      • 4. Data Analysis 61
      • 5. Establishing Trustworthiness 64
      • Ⅳ. FINDINGS 66
      • 1. Academic Expectation 66
      • 2. Academic Challenge 82
      • 3. Academic Coping Strategy 110
      • Ⅴ. DISCUSSIONS 116
      • 1. Discussions 116
      • 2. Conclusions 130
      • 3. Suggestions 134
      • REFERENCES 141
      • ENGLISH REFERENCE 141
      • CHINESE REFERENCE 160
      • APPENDIX A Informed Consent Document 165
      • APPENDIX B Interview Protocol 168
      • APPENDIX C Case Analysis Example 181
      • ENGLISH ABSTRACT 183
      • ACKNOWLEDGEMENTS 186
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