Growing pains: graduate students grappling with English medium instruction in Kazakhstan

Tajik, Mir Afzal; Manan, Syed Abdul; Arvatu, Adina-Camelia; Shegebayev, Maganat

doi:10.1080/13488678.2022.2119970

Cited by 12 publications

(7 citation statements)

References 26 publications

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“…Several studies identified a significant shift towards internationalization in education and introduction of EMI policies around the world and in Kazakhstan (Dearden, 2015, Kanatkhanova, 2020, Nurshatayeva, 2020Nurshatayeva & Page, 2020;Yessenbekova, 2022, Tajik et al, 2022.…”

Section: Background: Emi In Kazakhstani Higher Educationmentioning

confidence: 99%

English-medium instruction in Kazakhstani universities

Nazerke¹,

Marta²,

Lazzat³

et al. 2023

Preprint

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This study aims to understand tertiary students' perceptions of English-Medium Instruction (EMI) in Kazakhstan, including language practices, beliefs, and management. The study found that students perceive EMI as a way to improve their English language skills and gain access to higher education, but face challenges in understanding technical terms and the level of the teacher's English proficiency. Students manage these challenges by increasing their vocabulary and seeking out production-based learning environments. The study recommends replicating the research in other regions of Kazakhstan and with different student populations. Additionally, it suggests providing targeted activities and challenging materials to help students become more autonomous learners.

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Section: Background: Emi In Kazakhstani Higher Educationmentioning

confidence: 99%

English-medium instruction in Kazakhstani universities

Nazerke¹,

Marta²,

Lazzat³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Tajik et al . (2022) conducted a survey of postgraduate students in Kazakhstan, uncovering difficulties in academic literacy due to limited English proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Kazakhstan's EMI adoption post-1999 the Bologna Statement (Kirkpatrick, 2014) aims for global educational competitiveness. This includes a trilingual education policy and EMI integration in universities (Karabassova, 2020a; Tajik et al ., 2022), despite the challenges in transitioning from Kazakh/Russian to English (Karabassova, 2020b, c; Oralova, 2012). The Bologna Declaration's recommendation in 2010 led to educational reforms (Sarmurzin et al ., 2021, 2022).…”

Section: Educational Contextmentioning

confidence: 99%

“…However, the study highlighted issues such as weak English ability and inadequate language management within the institution. Tajik et al (2022) conducted a survey of postgraduate students in Kazakhstan, uncovering difficulties in academic literacy due to limited English proficiency. Despite these challenges, students acknowledged the career benefits of English fluency.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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“…In this context, there are numerous reports internationally of EMI challenges for both students and staff (e.g. Chou 2018; Phuong and Nguyen 2019; Rowland and Murray 2020) suggesting that educational quality may be reduced rather than enhanced by EMI (Bukhari 2021; Ismailov 2022; Tajik et al, 2022). According to British Council reviews of EMI, what is needed are ‘systems which provide ongoing support for students’, and which emphasise ‘the relationship between content and language’ (Veitch 2021: 11), as well as being ‘context specific, ideally, based on needs analyses’ (Curle et al, 2020: 44).…”

Section: Introduction: Internationalisation and English Medium Instru...mentioning

confidence: 99%

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

Pham

Nguyen²,

Hoa

et al. 2023

Research in Comparative and International Education

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This paper investigates an emerging professional role transformation in Vietnamese universities, whereby English language teaching (ELT) lecturers transform themselves into English medium instruction (EMI) lecturers in a discipline new to them. Through interviews with five ELT/EMI lecturers working in separate universities and different disciplines, the study investigates reasons for their decision to engage in such professional mobility, their role transformation experience, and its implications for educational quality. We argue that participants’ move into EMI was shaped by the strategic imperative for higher education internationalisation, and the mistaken belief that EMI alone can achieve the English language development students require for academic success. It is also argued that the transformation option made available to the participants was not the best use of their skills, and that a profound change of perspective is needed at the institutional level to most effectively use the strengths of ELT lecturers to support educational quality.

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Growing pains: graduate students grappling with English medium instruction in Kazakhstan

Cited by 12 publications

References 26 publications

English-medium instruction in Kazakhstani universities

English-medium instruction in Kazakhstani universities

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

Internationalisation and English medium education in Vietnamese universities: Professional role transformation among English language lecturers

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