English in higher education in the Kyrgyz Republic, Tajikistan, and Uzbekistan

Abstract

In Central Asia, English is not only considered a language of intercultural communication, but it is also by far the most studied foreign language at schools and universities. The globalization and internationalization of education resulted in English becoming a medium of instruction in all levels of schooling. English functions as the language of research and academia. This article focuses on comparative research conducted on the role(s) of English in higher education institutions (HEIs) in three Central Asian republics – the Kyrgyz Republic, Tajikistan, and Uzbekistan. The main objective of this study was to explore the role(s) of English at HEIs to have a better evidence‐based understanding of the benefits and drawbacks of English medium instruction (EMI) in these countries.

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

“…Yessenbekova (2023) conducted a qualitative case study to investigate language management, practices, and beliefs in EMI contexts, considering both student and teacher viewpoints. These results are in line with Bezborodova and Radjabzade's (2022) findings, indicating a favorable attitude towards EMI in language learning. However, the study highlighted issues such as weak English ability and inadequate language management within the institution.…”

“…Conversely, EFL contexts, such as China, Japan, and Korea, show less EMI development. Central Asia, under past Russian influence, faces challenges in EMI due to limited English proficiency (Bezborodova and Radjabzade, 2022), despite some progress (EF English Proficiency Index, 2022).…”

“…Several studies have examined this phenomenon in Central Asia. The study conducted by Bezborodova and Radjabzade (2022) investigated the various roles and functions of English in the context of EMI in higher education institutions in Kyrgyzstan, Tajikistan, and Uzbekistan. The research findings suggest that both students and faculty members perceive English proficiency as a means of enhancing future opportunities.…”

Internationalisation of Education: Focus on Central Asia and Eastern Neighbourhood

“…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). 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 Reform of English Precision Teaching in Colleges and Universities Facilitated by Artificial Intelligence Technology

“…The application of AI technology in English teaching in colleges and universities is mainly reflected in the following aspects: the Development of intelligent teaching platforms, the design of personalized learning paths, and the real-time monitoring and feedback of the learning process [3][4][5]. Through these technologies, teachers are able to grasp the learning status of students more accurately and adjust teaching strategies according to the specific needs of students [6][7].…”