Navigating Investment and Collaboration: A Study of Uzbek Undergraduates in a South Korean Writing Course

Objectives This ethnographic multiple-case study investigated three Uzbekistani international students’ barriers to classroom access at a South Korean university and their collaborative interactions with local South Korean peers. To analyze the impact of capital and ideologies in the host community on international students’ investment in collaborative activities, Darvin and Norton’s (2015) model of investment was employed. The dynamics of collaboration were assessed with Storch's (2013) model of dyadic interaction. Methods This qualitative study was conducted from September 2022 to June 2023. Data were collected through semi-structured interviews with the focal participants, their peers, and their teacher, supplemented by classroom observations and analysis of educational materials over two semesters. Miles et al. (2014)'s analytical strategy was used to code the data, including interview transcripts and field notes. Results The findings of the study highlighted that the barriers stemmed from the inability of students to balance the need to obtain necessary economic capital with classroom investment. Moreover, differences between local and international students’ habitus affected the dynamics of their learning investment and collaboration. Conclusions Based on these insights, the researchers advocated for culturally sensitive pedagogical strategies, including cross-cultural discussions and the use of diverse ideological perspectives on online platforms, to foster equal learning contexts.