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Using in-depth interviews and group work observations, the research applies a “discourse system” to track changes in expressing ideas, holding ground, and self-autonomy. 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Data came from in-depth interviews and group work observations.‘Discourse system’ is used to categorise how they adapt over the course of a semester, with changes in expressing ideas, holding ground, and self-autonomy. The study showed that while various factors, includingthe students’English language proficiency, differences in sociocultural values and educational practices, and group work environment were intertwined and informed their group work adjustment process, differences in sociocultural values and educational practices played the most important role in their adjustment process. Regardless of their length of stay in the US, gender, and individual differences, all of the students felt challenged in the initial stages of participation in group  \nGroup work oral participation: Examining Korean students’adjustment process in a US university 401  \nwork. The findings suggest pedagogical implications for promoting oral participation of Asian international students, especially Korean students, when they first commence in group work.  \nKeywords: sociocultural features, group work, cultural interaction, Korean students  \nIntroduction  \nThe issue of cultural adaptation of adult South Korean (henceforth, Korean) students in overseas academic communities has been addressed by many researchers (e.g. Coward, 2002; Chen, 2003) . Cross-cultural experience deepens the students’ own awareness of the need to  \nmake changes to their study habits (McClure, 2007) . Students select appropriate learning strategies based on their contextual needs which are influenced by learning discourses, peers, teachers, and institutional practices (Morita, 2004) . Despite various intercultural challenges, which are often overwhelming in the beginning stage of studying in a new learning environment and culture, many students show determination to learn and are eager to adjust and develop. Not only do these students successfully survive the demands of studying in a new environment, but they also find a sense of fulfilment in such changes (Furnham, 2004) .  \nThis study examines a group of seven Korean undergraduate students, who transferred from a university in Korea to a US university in  \ntheir second year to gain a business degree. In particular, the study explores the cultural background that these students were brought up in, and how this affects them when initially working with others; and examines how oral participation in group work enriches their learning strategies and leads to changes in their intercultural communication approach. Students in this study shared similar cultural and educational backgrounds. Born and raised in Korea, they were born post-1990, a cultural period in Korea when many Korean families, if they can afford to, have been jumping on the study-abroad bandwagon by sending their young children to English-speaking countries (Shim & Park, 2008; Kang & Abelmann, 2011). Though it is widely understood that culture, especially amongst young students, is constantly in a state of change, their parents, who uphold a traditional Korean Confucian culture,  \n402 Jung Yin Kim  \ncontinue to influence the students’ outlook formation (Lee, 2008) . Two research questions guided this research:  \n(1) Does Korean culture influence students’ initial group work participation, and if so, in what ways?  \n(2) In what ways does group work in a US business school effect students’ adjustment process?","cbCair4pc8SKMWbX","https://ap.wps.com/l/cbCair4pc8SKMWbX","pdf",1368860,24,"English","# Introduction\n# Literature review","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explains why Korean students are initially seen as silent in group work and how this affects their adjustment process in a US university.\"},{\"question\":\"What data sources are used in the research?\",\"answer\":\"Data come from in-depth interviews and observations of students during group work activities.\"},{\"question\":\"How does the study analyze students’ adaptation over time?\",\"answer\":\"It uses a “discourse system” to categorize how students adapt across a semester in areas such as expressing ideas, holding ground, and self-autonomy.\"}]","Australian Journal of Adult Learning - Group Work Oral Participation - Examining Korean Students’ Adjustment Process in a US University | PDF",1792074676]