Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Nurshatayeva, Aizat; Page, Lindsay C.

doi:10.1080/19345747.2019.1652711

Cited by 13 publications

(21 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…English language training and English-medium instruction (EMI) 4 Countries in Central Asia are not only establishing campuses of foreign HE institutions, but local universities are also implementing EMI to attract international students, gain international prestige, and improve student's English competencies and employability (Bezborodova & Radjabzade, 2022;Linn et al, 2021;Curle et al, 2020;Nurshatayeva & Page, 2020). Research on EMI in Central Asian countries finds, however, that the absence of special EMI training and materials for students and teachers has undermined the quality of teaching (Bezborodova & Radjabzade, 2022).…”

Section: Internationalisation Strategies Of the Eastern Neighbourhood...mentioning

confidence: 99%

“…Successful EMI also requires subject teachers who are proficient in English, but they are often in short supply in LMICs (Simpson, 2017). Research on the introduction of EMI in Central Asia finds that although it adversely affected academic performance, negative effects did not persist (Eusafzai, 2022;Nurshatayeva & Page, 2020). Improvements in learning materials and teacher training, and private tutoring, can contribute to more effective learning in English (Milligan, 2022;Hajar & Karakus, 2023;Akimenko, 2017).…”

Section: Internationalisation Strategies Of the Eastern Neighbourhood...mentioning

confidence: 99%

“…Despite the significant growth in the numbers of mobile students from post-Soviet countries and the rise in transnational HE institutions (THEIs), research in these areas remains limited, including on the benefits of THEIs to host countries as an instrument of soft power (Varpahovskis & Kuteleva, 2023;Chankseliani, 2016). The field of EMI is also relatively new, with inadequate systematic documentation and analysis on the practice of EMI policy in multilingual classrooms and effects on academic outcomes (Choi & Poudel, 2024;Amanzhol et al, 2023;Veitch, 2021;Nurshatayeva & Page, 2020;Simpson, 2017). There has also been inadequate attention to the widespread phenomenon of private tutoring to support EMI (Hajar & Karakus, 2023;Akimenko, 2017).…”

Section: Gaps In Researchmentioning

confidence: 99%

“…There are various perceived benefits of EMI at the institutional, individual, and country levels. These include higher international student revenue; higher institutional rankings and prestige; improving students' English competencies and employability outcomes; and providing intercultural learning opportunities for students (Linn et al, 2021;Curle et al, 2020;Nurshatayeva & Page, 2020). A case study of a shift to English-only education in an unnamed college in Central Asia states that the growth of such programmes may be linked to the goals of establishing world-class universities and training youth to be globally competitive and, in turn, to foster economic development (Nurshatayeva & Page, 2020).…”

Section: English Language Training and English Medium Instruction (Emi)mentioning

confidence: 99%

See 3 more Smart Citations

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

Haider

2024

View full text Add to dashboard Cite

This rapid evidence review focuses on the internationalization of education, particularly in Central Asia and the Eastern Neighbourhood. It examines how education influences development outcomes, emphasising higher education's role in economic growth and human capital enhancement. The review highlights challenges in accessing quality education, especially in higher education, and addresses issues like social inequality and the exclusion of children with disabilities. Strategies for internationalization, including English language instruction, are explored, alongside efforts to counter misinformation. Despite growth in mobility and transnational education, gaps in research persist, particularly regarding the benefits of internationalisation and the effectiveness of education interventions against misinformation.

show abstract

Section: Internationalisation Strategies Of the Eastern Neighbourhood...mentioning

confidence: 99%

Section: Internationalisation Strategies Of the Eastern Neighbourhood...mentioning

confidence: 99%

Section: Gaps In Researchmentioning

confidence: 99%

Section: English Language Training and English Medium Instruction (Emi)mentioning

confidence: 99%

See 2 more Smart Citations

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

Haider

2024

View full text Add to dashboard Cite

show abstract

“…Therefore, we can claim that Kazakhstan is a place that gathers students who have different cultural backgrounds and linguistic backgrounds. Learning a foreign language in such a multicultural context has adverse effects because it is a long and complex process (Nurshatayeva & Page, 2020, Weidman & Nurshatayeva, 2018. However, this fact does not stop the process of massive studying of English by numerous EFL students from different countries in the world (Nurshatayeva, 2020).…”

Section: Kazakhstan's Efforts To Transition To the Widespread Introdu...mentioning

confidence: 99%

Gaps in EFL Achievement, Proficiency and Classroom Behavior among students with Kazakh versus Russian Language of Instruction: Evidence from rural public school in Kazakhstan

Sadykbekova¹

2022

Preprint

View full text Add to dashboard Cite

The study is devoted to how English is studied by students whose language of instruction is Kazakh or Russian. I use administrative data from a rural school to explore differences in English achievement, proficiency, and classroom behavior of students who study in Kazakh and in Russian. My findings show that there are small gaps in these three aspects. While Kazakh-language students tend to have higher achievement grades, their proficiency is not much higher than that of Russian language students. Classroom behavior-wise, Kazakh language students talk less during class compared to their Russian language counterparts.

show abstract

A longitudinal study on content learning of EMI students in Vietnam from Bourdieusian perspectives

Nguyen

2023

JEMI

View full text Add to dashboard Cite

English as a medium of instruction (EMI) has increased rapidly. This study adopts a Bourdieusian framework to investigate two research questions. First, it examines whether there is a change in the content learning of EMI business students over time. Second, it explores the connection between students’ social milieus and their academic performance in an EMI tertiary context. The study collects GPA scores and background survey data from EMI and Vietnamese-medium instruction (VMI) students over a two-year period. The findings reveal that EMI students experience a greater decline in learning when transitioning from year 3 to year 4, compared to VMI students. Additionally, students with higher levels of cultural capital, as measured by English entry grades and English private tuition time, experience a drop in their academic performance. From a Bourdieusian perspective, the EMI group lacks the necessary form of capital to reproduce their class privilege in relation to the VMI cohort over time. Theoretically, the study reinforces the notion that EMI serves as a mechanism of cultural reproduction that aligns with the unequal distribution of resources. Empirically, it contributes to the understanding of EMI’s impacts, and its implications for policy implementation in Vietnam and similar contexts.

show abstract

Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Cited by 13 publications

References 17 publications

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

Gaps in EFL Achievement, Proficiency and Classroom Behavior among students with Kazakh versus Russian Language of Instruction: Evidence from rural public school in Kazakhstan

A longitudinal study on content learning of EMI students in Vietnam from Bourdieusian perspectives

Contact Info

Product

Resources

About