Korean students during their stay abroad in Boise ID, Omaha NE, Nashville TN or other major cities. At times, Korean students also experience strong social pressures both at home and among their peers to maintain ties with other Koreans. Because the majority of Korean students return home after completing their studies, peer networks in Korean society is viewed with extreme importance.

Cultural differences in learning may have a great effect as linguistic ones. In Korea, Confucian influences on education have created preferences for textbook memorization, note-taking, and objective testing as opposed to essay-writing tests.

A monotype style of teaching is standard with no direct contact between teacher and student. Generally, Korean students have had little or no experience with American-style essay writing and research papers, and note memorization skills have not prepared them for open-ended classroom discussions.

As more Korean graduates of foreign schools assume teaching roles in Korean universities, classroom performance may come to resemble foreign practice more closely in the future

Many international student advisors and teachers are frequently challenged by a Korean student’s preference for nonverbal communication. Generally, Koreans take much consideration in the opposite parties’ feelings and want to avoid conflict or confrontation. As a student, Koreans may be quite aggressive in pursuit of educational goals, while they may not directly challenge teachers by making comments.

The role of student advisors in the Korean education system is limited, if at all exists, and many students may not know how to relate to faculty advisors. Korean students are also likely to consider age, education, gender, and position in formulating a response and understanding of relationships. As an authority figure, advisors or teachers may find it difficult to obtain clear communication with Korean students.

Koreans are also known for their national and cultural pride. Their participation in foreign educational activities can be gained through emphasizing special educational contributions they can make. To involve Koreans in foreign community events, one can stress the value of their skills and cultural presentations.