Hi, this is my Personal Statement for the GKS-G scholarship, this is my first time writing a Personal Statement so I might make many mistakes. I want to apply for graduate studies in Educational Technology.
I would love some feedback on where I can improve. Thank you for your time!
_________
Instructions:
- Motivations with which you apply for this program
- Educational background
- Significant experiences you have had
- Person or events that have had a significant influence on you
- If applicable, describe awards you have received, publications you have made, or skills you have acquired, etc.
- Others (e.g., extracurricular activities, community service, or work experiences)
My journey from a language student to Educational Technology was defined by two opposing voices: a moment of inspiration from a Korean friend, and a moment of doubt from a senior colleague.
Five years ago, a timid Korean exchange student visited my high school. Initially, she could only communicate in English. Yet, just four months later, she surprised me by having a small talk with me in Vietnamese. Seeing her bridge the linguistic gap with such diligence made me realize that I, too, needed to step out of my comfort zone to connect with the world.
However, I faced a significant barrier: finance. I was raised by a single mother who-despite her unwavering faith in education-struggled to make ends meet; I knew that costly language centers were not a choice for me.
This constraint, conversely, became my first lesson in Educational Technology. Determined to learn, I turned to the internet and stumbled upon a free online course by a Vietnamese teacher. That free online course became the one place where I felt that I could actually succeed. I still vividly remember spending sleepless nights writing Hangul characters on my bedroom wall, guided not by a tutor in a physical class, but by a teacher on a screen. Technology had democratized access to knowledge for a girl with no access to expensive courses. It was then that I first realized: Technology is not merely a tool; it is the great equalizer of opportunity.
Carrying this belief to the University of XXXXXX, I strived to excel, winning Third Prize in the 'Pedagogical Skills' contest because I, too, believed that education opened numerous doors. Yet, as I approached my final year, I faced a second barrier-this time, a professional stereotype.
When I expressed my ambition to learn coding to build language tools, a senior warned me: "I'm not sure you can do it; language students rarely survive in STEM."
That comment brought me back to the feeling I had when watching my Korean friend speak Vietnamese. She had defied the difficulty of a foreign language; now, I knew that I had to defy the difficulty of technology.
That's why I enrolled in a Python bootcamp on Udemy. Admittedly, it was grueling. I went from analyzing grammar structures to deconstructing algorithms, disentangling problems one line of code at a time. The more I learned, the more I was captivated by the power of creating solutions. I rocketed through the course, driven by a singular goal: to build a product that directly helps Korean learners in Vietnam.
For my graduation thesis, I built "XXXXXX", an AI-integrated LMS for TOPIK preparation. The impact was immediate and measurable. In a survey of our 108 initial users, over 70% expressed high satisfaction, stating that the instant feedback significantly helped their writing. This number was powerful; it proved that technology could successfully democratize the 'active feedback loop' previously exclusive to expensive tutoring. However, the feedback also revealed a limitation: while the AI corrected errors, it couldn't yet personalize the learning path for each student's long-term growth. Specifically, the challenge was not just detecting errors, but explaining them. I refined the AI's prompts to function like a supportive tutor, breaking down grammatical mistakes with clear explanations instead of just rewriting the text, which encouraged students to learn from their errors rather than passively accepting corrections.
Achieving a score of 9.5/10 for my thesis was a tremendous validation, but I knew it was just the beginning. Not wanting to rest on academic success, I wanted to understand how to build sustainable software products in the real world. This drove me to work as a Business Analyst at XXXXX, one of Vietnam's leading technology firms. In this role, I stood exactly at the intersection of my two identities: a linguist communicating with clients and a technician working with developers. The fast-paced environment of Agile software development taught me invaluable lessons that university never did. I learned how to translate vague user requirements into precise technical specifications, and most importantly, prioritize User Experience to ensure a product is not just functional, but intuitive.
However, even while working full-time, my passion for XXXXXX never waned. I realized that for an EdTech product to truly succeed, it must evolve from a simple testing tool into a comprehensive learning ecosystem. In March of this year, I undertook a major refactoring of the platform, redesigning the interface to be more learner-centric and optimizing the backend logic to handle complex data. My vision is to transform XXXXXX into an all-in-one personalized learning companion.
Yet, as I dug deeper into both my professional work and my personal project, I hit an invisible ceiling.
I realized that while I have the technical skills to build the "shell" of an education app, I lack the theoretical depth to fill it with the pedagogical methodology. I am currently building educational tools based on instinct and self-study, without a solid foundation in instructional design or the psychology of e-learning. I asked myself: "How can I ensure my AI algorithms actually help students retain vocabulary long-term? How do I design a curriculum that adapts to each learner's pace scientifically, not just randomly?"
This realization was my "aha" moment. I understood that to turn my vision into reality, I need more than just Python skills or BA experience. I need formal, rigorous training in Educational Technology.
This search for a theoretical framework points to only one destination: South Korea.
While many countries are advancing in tech, Korea stands alone as a global laboratory for EdTech in a high-pressure academic environment. I am specifically eager to study the "AI Digital Textbooks" initiative (2025). I am aware that this transition faces significant challenges regarding implementation and teacher adoption. However, this complexity is exactly what I need to study. I aim to analyze how Korea navigates the balance between AI innovation and human-centric teaching. This real-world insight is the blueprint I need to apply adaptive learning in Vietnam effectively, avoiding potential pitfalls.
Vietnam shares Korea's intense passion for education and exam-focused culture, yet we lag in digital infrastructure. Western EdTech models, which often focus on liberal arts and open exploration, are difficult to apply in the Vietnamese context. Korea's model, which balances rigorous academic standards with cutting-edge adaptive learning technologies, is the perfect blueprint for me to follow my studies.
Moreover, the Global Korea Scholarship (GKS) offers something that no other program can: a deep, immersive understanding of the culture I am teaching. As the founder of a Korean language learning platform, I cannot simply be a technician on the outside. I need to breathe the air, live the language, and understand the cultural nuances that AI cannot generate. The academic immersion will provide the cultural data currently missing from XXXXXX.
Korea is the ideal destination to bridge this gap. I am deeply impressed by how Korean EdTech companies are pioneering Competency-based Adaptive Learning using AI. Unlike the traditional linear approach used in Vietnam, this model dynamically adjusts the curriculum based on the learner's performance in real-time.
Through GKS, I seek to master the algorithms and pedagogical theories behind these systems. Upon returning to Vietnam, my goal is to upgrade XXXXXX into a comprehensive Adaptive Learning Ecosystem. I plan to partner with language centers to implement a Blended Learning model, where my AI platform handles grading and personalized practice, allowing teachers to focus on interactive guidance. I aspire to be the pioneer who brings this data-driven, student-centered approach to foreign language education in Vietnam.
I would love some feedback on where I can improve. Thank you for your time!
_________
Instructions:
- Motivations with which you apply for this program
- Educational background
- Significant experiences you have had
- Person or events that have had a significant influence on you
- If applicable, describe awards you have received, publications you have made, or skills you have acquired, etc.
- Others (e.g., extracurricular activities, community service, or work experiences)
My journey from a language student to Educational Technology was defined by two opposing voices: a moment of inspiration from a Korean friend, and a moment of doubt from a senior colleague.
Five years ago, a timid Korean exchange student visited my high school. Initially, she could only communicate in English. Yet, just four months later, she surprised me by having a small talk with me in Vietnamese. Seeing her bridge the linguistic gap with such diligence made me realize that I, too, needed to step out of my comfort zone to connect with the world.
However, I faced a significant barrier: finance. I was raised by a single mother who-despite her unwavering faith in education-struggled to make ends meet; I knew that costly language centers were not a choice for me.
This constraint, conversely, became my first lesson in Educational Technology. Determined to learn, I turned to the internet and stumbled upon a free online course by a Vietnamese teacher. That free online course became the one place where I felt that I could actually succeed. I still vividly remember spending sleepless nights writing Hangul characters on my bedroom wall, guided not by a tutor in a physical class, but by a teacher on a screen. Technology had democratized access to knowledge for a girl with no access to expensive courses. It was then that I first realized: Technology is not merely a tool; it is the great equalizer of opportunity.
Carrying this belief to the University of XXXXXX, I strived to excel, winning Third Prize in the 'Pedagogical Skills' contest because I, too, believed that education opened numerous doors. Yet, as I approached my final year, I faced a second barrier-this time, a professional stereotype.
When I expressed my ambition to learn coding to build language tools, a senior warned me: "I'm not sure you can do it; language students rarely survive in STEM."
That comment brought me back to the feeling I had when watching my Korean friend speak Vietnamese. She had defied the difficulty of a foreign language; now, I knew that I had to defy the difficulty of technology.
That's why I enrolled in a Python bootcamp on Udemy. Admittedly, it was grueling. I went from analyzing grammar structures to deconstructing algorithms, disentangling problems one line of code at a time. The more I learned, the more I was captivated by the power of creating solutions. I rocketed through the course, driven by a singular goal: to build a product that directly helps Korean learners in Vietnam.
For my graduation thesis, I built "XXXXXX", an AI-integrated LMS for TOPIK preparation. The impact was immediate and measurable. In a survey of our 108 initial users, over 70% expressed high satisfaction, stating that the instant feedback significantly helped their writing. This number was powerful; it proved that technology could successfully democratize the 'active feedback loop' previously exclusive to expensive tutoring. However, the feedback also revealed a limitation: while the AI corrected errors, it couldn't yet personalize the learning path for each student's long-term growth. Specifically, the challenge was not just detecting errors, but explaining them. I refined the AI's prompts to function like a supportive tutor, breaking down grammatical mistakes with clear explanations instead of just rewriting the text, which encouraged students to learn from their errors rather than passively accepting corrections.
Achieving a score of 9.5/10 for my thesis was a tremendous validation, but I knew it was just the beginning. Not wanting to rest on academic success, I wanted to understand how to build sustainable software products in the real world. This drove me to work as a Business Analyst at XXXXX, one of Vietnam's leading technology firms. In this role, I stood exactly at the intersection of my two identities: a linguist communicating with clients and a technician working with developers. The fast-paced environment of Agile software development taught me invaluable lessons that university never did. I learned how to translate vague user requirements into precise technical specifications, and most importantly, prioritize User Experience to ensure a product is not just functional, but intuitive.
However, even while working full-time, my passion for XXXXXX never waned. I realized that for an EdTech product to truly succeed, it must evolve from a simple testing tool into a comprehensive learning ecosystem. In March of this year, I undertook a major refactoring of the platform, redesigning the interface to be more learner-centric and optimizing the backend logic to handle complex data. My vision is to transform XXXXXX into an all-in-one personalized learning companion.
Yet, as I dug deeper into both my professional work and my personal project, I hit an invisible ceiling.
I realized that while I have the technical skills to build the "shell" of an education app, I lack the theoretical depth to fill it with the pedagogical methodology. I am currently building educational tools based on instinct and self-study, without a solid foundation in instructional design or the psychology of e-learning. I asked myself: "How can I ensure my AI algorithms actually help students retain vocabulary long-term? How do I design a curriculum that adapts to each learner's pace scientifically, not just randomly?"
This realization was my "aha" moment. I understood that to turn my vision into reality, I need more than just Python skills or BA experience. I need formal, rigorous training in Educational Technology.
This search for a theoretical framework points to only one destination: South Korea.
While many countries are advancing in tech, Korea stands alone as a global laboratory for EdTech in a high-pressure academic environment. I am specifically eager to study the "AI Digital Textbooks" initiative (2025). I am aware that this transition faces significant challenges regarding implementation and teacher adoption. However, this complexity is exactly what I need to study. I aim to analyze how Korea navigates the balance between AI innovation and human-centric teaching. This real-world insight is the blueprint I need to apply adaptive learning in Vietnam effectively, avoiding potential pitfalls.
Vietnam shares Korea's intense passion for education and exam-focused culture, yet we lag in digital infrastructure. Western EdTech models, which often focus on liberal arts and open exploration, are difficult to apply in the Vietnamese context. Korea's model, which balances rigorous academic standards with cutting-edge adaptive learning technologies, is the perfect blueprint for me to follow my studies.
Moreover, the Global Korea Scholarship (GKS) offers something that no other program can: a deep, immersive understanding of the culture I am teaching. As the founder of a Korean language learning platform, I cannot simply be a technician on the outside. I need to breathe the air, live the language, and understand the cultural nuances that AI cannot generate. The academic immersion will provide the cultural data currently missing from XXXXXX.
Korea is the ideal destination to bridge this gap. I am deeply impressed by how Korean EdTech companies are pioneering Competency-based Adaptive Learning using AI. Unlike the traditional linear approach used in Vietnam, this model dynamically adjusts the curriculum based on the learner's performance in real-time.
Through GKS, I seek to master the algorithms and pedagogical theories behind these systems. Upon returning to Vietnam, my goal is to upgrade XXXXXX into a comprehensive Adaptive Learning Ecosystem. I plan to partner with language centers to implement a Blended Learning model, where my AI platform handles grading and personalized practice, allowing teachers to focus on interactive guidance. I aspire to be the pioneer who brings this data-driven, student-centered approach to foreign language education in Vietnam.
