The purpose of this study is to understand the learning experience of adult advanced Korean language learners. Long-term learning is required to achieve advanced Korean proficiency. Adult Korean learners build various learning experiences both inside and outside the classroom in order to have advanced Korean language skills. To understand learners' learning experiences will be a starting point for them to explore ways to educate themselves. In this study, two Vietnamese students majoring in Korean language education were interviewed in depth in a graduate school master's course, taking a life history approach.
As learners who work and study at the same time, they have accumulated various learning experiences while studying Korean for a long time from their home country and studying in Korea. The two participants learned Korean for more than six and seven years, respectively, and learned Korean to advanced levels in the regular course. I have worked in a Korean-speaking environment to raise the level of Korean language and experience life in Korea. However, they still recognize that their Korean level is intermediate level. They constantly improve their Korean language skills and engage in communication activities that cross their native language and Korean language. Recognizing that their Korean language skills are not high as advanced Korean learners, they are participating in vocational activities with future professional possibilities in mind and in their major classes as prospective Korean language teachers. Considering these adult advanced Korean learners' participation in complex self-awareness and communication activities, Korean language classes are required to motivate them to continue to participate in Korean language learning without being isolated in the migration environment. In these classes, teachers should interact personally with learners, not as evaluators, and learners should be offered advanced Korean language learning opportunities to delicately language the context of complex life.