Understanding an International Graduate Student’s Academic Development: From an Activity Theory Perspective

This paper explores the academic development of an international TESOL graduate student through the lens of Activity Theory. Despite a significant increase in international student enrollment in Korean higher education institutions, few studies have investigated the trajectories of their academic development and the mediating factors influencing this process. Data for this study were collected through interviews, journals, documents, and observations. The findings illustrate that various elements within the student’s activity system, such as objectives for graduate studies, university regulations and resources, and communities of practice, interacted to shape her academic development, as conceptualized by Activity Theory. Furthermore, this study underscores that the contradictions encountered by the student within her activity system made particularly significant contributions to her growing competence as a TESOL Ph. D. student and novice researcher.