TTLV: The current state of cultural adaptation of Vietnamese students studying in South Korea: An approach based on Wilson's cultural adaptation model.

INFORMATION ABOUT THE MASTER'S THESIS

1. Student's full name:Nguyen Thi Lan Huong

2. Gender: Female

3. Date of birth: 08/04/1996

4. Place of birth:Quang Ninh

5. Decision number for student admission:Decision No. 1584/QD-XHNV, dated June 22, 2022, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

6. Changes in the training process:

The following decisions extend the duration of study:

• Decision No. 3845/QD-XHNV dated August 1, 2024, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, to extend the study period.

• Decision No. 940/QD-XHNV dated February 17, 2025, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, to extend the study period.

• Decision No. 6155/QD-XHNV dated August 22, 2025, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, to extend the study period.

• Decision No. 803/QD-XHNV dated February 5, 2026, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi, to extend the study period.

7. Thesis title:The current state of cultural adaptation among Vietnamese students studying in South Korea:Wilson's cultural adaptation model approach.

8. Major:Asian Studies; Code: 8310608.01.

9. Scientific supervisor:Dr. Le Thi Thu Giang – Faculty of Social Sciences and Humanities, Vietnam National University, Hanoi.

10. Summary of the thesis results:

This thesis studies the socio-cultural adaptation of Vietnamese students in South Korea based on Wilson's cultural adaptation model and the SCAS-R scale. The research aims to systematize the theoretical basis, develop a survey framework suitable for the Vietnam-Korea context, measure the level of adaptation across behavioral competency domains, analyze situational factors related to adaptation, and propose support strategies for Vietnamese students. The study employs a mixed-media sequential design, where quantitative surveys are conducted first, followed by in-depth interviews to explain the key findings. The dataset contains 153 responses; after screening, the sample for analysis comprises 147 individuals. Qualitative data includes five semi-structured in-depth interviews with students of different educational levels, TOPIK proficiency levels, and lengths of residence.

Chapter 1This thesis systematizes research on cultural adaptation among international students and Vietnamese students studying in South Korea; clarifying the concepts of adaptation, cultural assimilation, psychological adaptation, and socio-cultural adaptation. Based on an analysis of the approaches of Berry, Ward, and Wilson, the thesis selects SCAS-R as a reference framework to consider adaptation as the capacity to perform appropriate behaviors in a receptive social environment. A research gap is identified in the lack of studies that combine multidimensional measurement with interpretation of the specific experiences of Vietnamese students studying in South Korea.

Chapter 2A socio-cultural adaptation survey framework was developed based on five competency domains: interpersonal communication; learning/work; community participation; ecological adaptation; and language proficiency. The overall adaptation scale comprises 21 core items localized for the context of Vietnamese students studying in South Korea. The study also surveyed situational factors including TOPIK level, length of stay, educational level, part-time work/internship, Hallyu exposure and pre-departure expectations, pre-departure preparation, social support, perceived discrimination, and life satisfaction. Data were processed using descriptive statistics, Cronbach's alpha, group comparison, correlation, and exploratory linear regression; interview data were coded by topic and integrated with quantitative results.

Chapter 3The overall adaptation scale showed very good reliability, with Cronbach's alpha reaching 0.941; the reliability of the five criteria groups ranged from 0.744 to 0.854. The overall adaptation score of the study sample was fairly good (M = 3.81; SD = 0.63). 44.9% of participants scored 4.00 or higher; 46.3% scored between 3.00 and below 4.00; and 8.8% scored below 3.00. In the five competency domains, ecological adaptation scored the highest (M = 4.06), followed by language proficiency (M = 3.84), community participation (M = 3.79), learning/work (M = 3.70), and interpersonal communication (M = 3.67). The results showed that learners adapted relatively well to specific living rules such as traffic, climate, waste sorting, and the use of public spaces, but still struggled with adjusting their expression, handling hierarchical relationships, presenting opinions, seeking feedback, and working in groups.

Group analyses revealed that TOPIK level, length of residence, and educational level were significantly associated with the level of adaptation. The TOPIK level 5–6 group achieved an overall M score of 4.15; the group residing for 3 years or more achieved an M score of 4.04; and the postgraduate group achieved an M score of 4.09. Part-time/internship status did not create a statistically significant difference in overall adaptation scores. Among the auxiliary variables, pre-departure preparation (r = 0.682), perceived social support (r = 0.656), life satisfaction (r = 0.615), and pre-departure Hallyu exposure/expectations (r = 0.577) were positively correlated with adaptation. The exploratory regression model explains 72.2% of the variance in total adaptation scores; pre-departure preparation was the strongest predictor, followed by social support, length of stay, life satisfaction, Hallyu/expectations, and TOPIK. Because the study used a cross-sectional design and non-probability sampling, these results are interpreted as associations within the sample, not evidence of causality.

In-depth interview data clarifies the mechanisms behind quantitative results, including learning cultural norms through real-life situations, the role of feedback from professors, classmates, and administrators, the gap between familiarity with Hallyu and the ability to handle daily life, the importance of support networks, and subtle experiences of discrimination in housing, part-time work, and public spaces. Based on this, the thesis proposes strengthening pre-departure preparation based on real-life situations; developing Korean language skills for academic, administrative, and labor use; supporting new arrivals, language course students, and those with low TOPIK scores; building multi-tiered buddy/mentor networks; improving the quality of community participation; establishing channels for identifying and addressing discrimination; and balancing the image of Hallyu with realistic information about student life abroad.

11. Practical applications:

The research findings can be used as a reference for universities, educational management agencies, study abroad consulting firms, Vietnamese student associations, community organizations, and international students themselves in developing adaptation support programs. For Korean universities, the results suggest implementing phased orientation programs, strengthening academic and administrative Korean language skills, developing a buddy/mentor model, providing academic and career counseling, and establishing confidential reporting channels when students encounter discrimination or conflict. For training institutions and consulting firms in Vietnam, the research provides content for pre-departure preparation programs, focusing on housing, healthcare, banking, transportation, part-time work contracts, communication with professors, and financial management, rather than just providing admissions information.

Student associations and community organizations can utilize the findings to design small-scale but regular activities, connecting new students with experienced individuals, assisting with procedures, and practicing real-life communication scenarios. International students and their families can use the thesis findings to build appropriate expectations, prepare financial resources, develop practical Korean language skills, and establish support networks before going to Korea. The criteria modeled after SCAS-R can also be used as a reference tool to identify areas of competence that need priority support, but further validation on larger and more diverse samples is necessary.

12. Future research directions:

Further studies could expand the sample size and apply stratified sampling methods based on region, school, educational level, and length of residence to increase generalizability. A longitudinal study design should be implemented to track changes in adaptive capacity from the pre-arrival phase, the first few months of residence, to the long-term study phases. The Vietnamese-language SCAS-R-based tool needs to be validated using exploratory factor analysis and confirmed on a larger sample, while also assessing equivalence between groups. Qualitative data should be expanded to systematically compare gender, educational level, field of study, residential area, part-time employment status, and economic conditions. Additionally, further research could be conducted on the relationship between socio-cultural adaptation and mental health, discrimination, working conditions, housing, academic outcomes, and career orientation after graduation.

13. Published works related to the thesis:Do not have.

INFORMATION REGARDING MASTER'S THESIS

1. Student's full name:Nguyen Thi Lan Huong

2. Gender:Female

3. Date of birth:April 8, 1996

4. Place of birth:Quang Ninh Province, Vietnam

5. Decision on recognition of the master's student:No. 1584/QD-XHNV, dated June 22, 2022, issued by the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.

6. Changes during the training process:The study duration was extended to the following decisions issued by the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi:

Decision No. 3845/QD-XHNV, dated August 1, 2024;

Decision No. 940/QD-XHNV, dated February 17, 2025;

Decision No. 6155/QD-XHNV, dated August 22, 2025;

Decision No. 803/QD-XHNV, dated February 5, 2026.

7. Thesis title:The Current Status of Sociocultural Adaptation among Vietnamese International Students in South Korea:An Approach Based on Wilson's Sociocultural Adaptation Model.

8. Major:Asian Studies; Code: 8310608.01.

9. Scientific supervisor:Dr. Le Thi Thu Giang – University of Social Sciences and Humanities, Vietnam National University, Hanoi.

10. Summary of the thesis results:

The thesis examines the current status of sociocultural adaptation among Vietnamese international students in South Korea by applying Wilson's sociocultural adaptation model and the Revised Sociocultural Adaptation Scale (SCAS-R). The study aims to systematize the theoretical foundations, develop a survey framework suitable for the Vietnamese–Korean context, measure adaptation across behavioral competence domains, analyze situational factors associated with adaptation, and propose support orientations for Vietnamese students. An explanatory sequential mixed-methods design was employed: the quantitative survey was conducted first, followed by in-depth interviews to explain key findings. The dataset initially contained 153 responses; after screening, 147 valid cases were retained. The qualitative component consists of five semi-structured interviews with students differing in educational level, TOPIK proficiency and length of residence.

Chapter 1reviews research on cultural adaptation among international students and Vietnamese students in South Korea, and clarifies the concepts of adaptation, acculturation, psychological adaptation and sociocultural adaptation. Based on the approaches of Berry, Ward and Wilson, the thesis adopts SCAS-R as a reference framework for viewing adaptation as the perceived ability to perform appropriately appropriate behaviors in the host society. The identified research gap concerns the limited integration of multidimensional measurement with detailed interpretations of Vietnamese students' lived experiences in the South Korean context.

Chapter 2Develop a sociocultural adaptation survey framework covering five competence domains: interpersonal communication; academic/work performance; community participation; ecological adaptation; and language proficiency. The overall adaptation scale consists of 21 core items localized for Vietnamese international students in South Korea. The study also examines TOPIK proficiency, length of residence, educational level, part-time work/internship experience, Hallyu exposure and pre-arrival expectations, pre-departure preparation, perceived social support, perceived discrimination and life satisfaction. Quantitative data were analyzed using descriptive, Cronbach's alpha, group comparisons, correlation statistics and exploratory linear regression. Interview data were thematically coded and integrated with the quantitative findings.

Chapter 3reports that the overall adaptation scale achieved very good internal consistency, with Cronbach's alpha of 0.941; reliability coefficients for the five domains ranging from 0.744 to 0.854. The overall adaptation score was relatively high (M = 3.81; SD = 0.63). Of the participants, 44.9% scored 4.00 or above, 46.3% scored between 3.00 and below 4.00, and 8.8% scored below 3.00. Ecological adaptation had the highest domain mean (M = 4.06), followed by language proficiency (M = 3.84), community participation (M = 3.79), academic/work performance (M = 3.70), and interpersonal communication (M = 3.67). Students adapt relatively well to concrete living requirements such as transportation, climate, waste sorting and public-space rules, but experienced greater difficulty in adjusting their expression, managing hierarchical relationships, presenting opinions, requesting feedback and working in groups.

Group analyzes indicate that TOPIK proficiency, length of residence and educational level were significantly associated with adaptation. Participants with TOPIK levels 5–6 had an overall mean of M = 4.15; those reflect in South Korea for at least three years had M = 4.04; and graduate students had M = 4.09. Part-time work or internship status did not produce a persistent significant difference in the overall adaptation score. Pre-departure preparation (r = 0.682), perceived social support (r = 0.656), life satisfaction (r = 0.615), and Hallyu exposure/pre-arrival expectations (r = 0.577) were positively correlated with adaptation. The exploratory regression model accounts for 72.2% of the variance in overall adaptation. Pre-departure preparation was the strongest predictor, followed by social support, length of residence, life satisfaction, Hallyu exposure/expectations and TOPIK proficiency. Because the study used a cross-sectional, non-probability sample, these results are interpreted as associations within the sample rather than causal relationships.

The interviews clarify the mechanisms underlying the quantitative patterns, including learning cultural rules through real-life situations, the role of feedback from professors, peers and managers, the gap between symbolic familiarity through Hallyu and the ability to manage everyday life, the importance of support networks, and subtle experiences of discrimination in housing, part-time work and public spaces. Based on these findings, the thesis recommends strengthening practical pre-departure preparation; developing Korean language competence for academic, administrative and workplace settings; prioritizing newly arrived students, language-program students and students with low TOPIK levels; establishing multi-layered buddy and mentoring networks; improving the quality of community participation; creating mechanisms for identifying and addressing discrimination; and balancing attractive Hallyu images with realistic information about studying and living in South Korea.

11. Practical applicability:

The findings may serve as a reference for universities, educational authorities, study-abroad agencies, Vietnamese student associations, community organizations, international students and their families when designing adaptation support programs. South Korean universities may use the findings to develop stage-based orientation programs, academic and administrative Korean-language training, buddy/mentor schemes, academic and career counseling, and confidential reporting channels for discrimination or conflict. Vietnamese educational institutions and consulting agencies may incorporate practical preparation concerning housing, healthcare, banking, transportation, part-time employment contracts, communication with professors and financial management, rather than focusing solely on admissions information.

Student associations and community organizations may design small-scale but regular activities that connect newcomers with experienced students, provide procedural assistance and practice real-life communication. Students and families may use the results to establish realistic expectations, prepare financial resources, develop practical Korean proficiency and build support networks before departure. The adapted SCAS-R criteria may also be used as a reference tool for identifying priority competence domains, although further validation with larger and more diverse samples is required.

12. Further research directions:

Future studies should expand the sample and apply stratified sampling across regions, institutions, educational levels and lengths of residence to improve generalizability. Longitudinal designs are needed to track adaptation from the pre-departure stage through initial settlement and longer-term study. The Vietnamese adaptation of SCASR should be examined using exploratory and confirmatory factor analyzes with larger samples and tested for equivalence across subgroups. Qualitative samples should be expanded for systematic comparisons by gender, educational level, field of study, residential region, employment status and economic conditions. Further research may also examine the relationships between sociocultural adaptation and mental health, discrimination, employment conditions, housing, academic outcomes and post-graduation career development.

13. Publications related to the thesis:None.