Self-Perceptions and Needs of Korean Graduate Students in English-Medium Instruction Contexts

Abstract

This study investigates the self-perceptions of English language skills and the specific needs of Korean graduate students within English-medium instruction (EMI) contexts. As English becomes increasingly predominant in higher education worldwide, understanding how non-native English-speaking students perceive their language proficiency and identify their learning needs is crucial for developing effective support strategies and improving academic outcomes. The primary objective of this research is to explore how Korean graduate students evaluate their own English language abilities and to identify the gaps between their perceived skills and actual needs in an EMI environment. By examining these perceptions, the study aims to provide insights into the challenges faced by these students and offer recommendations for enhancing language support services within EMI programs. The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews. The quantitative component includes a survey administered to a sample of Korean graduate students across various disciplines in English-medium programs. This survey assesses students’ self-reported proficiency in key English skills—listening, speaking, reading, and writing—along with their perceived needs for language support. The qualitative component involves semi-structured interviews with a subset of participants to gain a deeper understanding of their experiences, challenges, and strategies for managing English language demands in their academic work. Preliminary findings indicate that Korean graduate students generally rate their English proficiency as adequate but acknowledge significant challenges, particularly in academic writing and oral communication. Many students report feeling underprepared for the demands of scholarly writing and presenting complex ideas in English. Despite having access to English language resources, there is a notable gap between their self-perceived abilities and their actual needs for advanced language skills required in their academic disciplines.