Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors

Tajik, Mir Afzal; Namyssova, Gulnara; Shamatov, Duishon; Manan, Syed Abdul; Zhunussova, Gulnissa; Antwi, Seth Kwadwo

doi:10.1080/14790718.2023.2265428

Cited by 6 publications

(2 citation statements)

References 58 publications

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“…Students solve these problems by enriching their vocabulary. Moreover, Tajik et al (2023) reported that EMI factors may build inequalities and difficulties, making learners stressed and depressed.…”

Section: Emi In Kazakhstanmentioning

confidence: 99%

Learning English in the era of artificial intelligence: Graduate students' experiences and perceptions of ChatGPT at an EMI university in Kazakhstan

Utebayeva

2024

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This study explores graduate students' perceptions and experiences with ChatGPT for English language learning, focusing on its influence on their motivation and engagement. With the advancement of Artificial Intelligence (AI) in education, ChatGPT, a conversational AI trained on vast datasets, offers significant potential for enhancing language learning. The use of AI and the ChatGPT in particular, in higher education for foreign language purposes, is a vibrant emerging field of research. This dissertation contributes to this area of study and employs semi-structured interviews with graduate students at a private university in Kazakhstan to examine their perceptions and experiences of using ChatGPT for language learning. Thematic analysis of transcribed interviews reveals that students find ChatGPT beneficial for improving writing and reading skills, expanding vocabulary, understanding academic concepts, and increasing motivation. However, concerns about ethical use and the need for regulatory measures in universities were also highlighted. Despite limitations such as a small sample size, the study provides valuable insights for educators, university administrators, software developers, and others interested in integrating AI tools like ChatGPT in language learning. These findings lay the groundwork for future in-depth research.

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Section: Emi In Kazakhstanmentioning

confidence: 99%

Learning English in the era of artificial intelligence: Graduate students' experiences and perceptions of ChatGPT at an EMI university in Kazakhstan

Utebayeva

2024

Preprint

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“…Another concern from the teachers' side regarding English proficiency is the time limit, class timings are restricted by the objectives of the discipline, and no time is available to deal with English language issues. As one of the study participants mentioned 'It is a dilemma whether to cope with language challenges or stress on the content points (Tajik et al, 2023).…”

Section: Emi and Main Challenges In Its Implementationmentioning

confidence: 99%

Individual and school sector determinants of EMI undergraduate academic outcomes: Evidence from Kazakhstan

Berdygozhina

2024

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This dissertation explores the predictors of academic success among undergraduate students in English-Medium Instruction (EMI) higher education in Kazakhstan. Despite the rapid adoption of English as a medium of instruction, comprehensive research on its impact remains scarce. This study aims to fill this gap by examining whether secondary education in English provides an advantage for academic achievement in EMI university programs. Utilizing a mixed-methods approach, quantitative data were collected through a survey of 97 undergraduate students, and qualitative data were gathered via semi-structured interviews with 7 EMI instructors. The quantitative analysis, conducted using Ordinary Least Squares (OLS) regression, identifies several predictors of academic outcomes, including English proficiency, financial aid status, and year of study. Notably, English proficiency emerged as a significant predictor of higher GPA, while financial aid recipients were less likely to have retakes. The language of instruction at the secondary school level did not significantly predict academic success in EMI settings. Qualitative findings corroborate the quantitative results, emphasizing the importance of English proficiency and highlighting the role of secondary school type. Instructors noted that students from specialized schools for gifted children tend to perform better in EMI programs. Additionally, factors such as parental support, student motivation, and the level of secondary school education were considered influential. This research contributes to the literature on EMI by providing evidence from the Kazakhstani context and offers practical implications for policy and practice, suggesting targeted language preparation programs for students who did not attend EMI secondary schools. Future research should consider broader and more diverse samples to enhance the generalizability of the findings.

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Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in Kazakhstan

Hajar

2024

AILA

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This qualitative study explores the experiences of 22 Grade 11 students, aged 17–18, studying science subjects at highly selective English medium instruction (EMI) schools. The study is guided by Dörnyei’s L2 Motivational Self System (namely, the ideal/ought-to L2 self concepts) and Hajar’s (2019) distinction between compulsory and voluntary strategies. Specific focus was paid to the participants’ English learning challenges, language learning strategies (LLSs) and future selves. The data were collected from two rounds of semi-structured individual interviews with 22 participants. The interview data revealed that most students indicated that although it was their parents’ decision to send them to outstanding English-medium schools, they gradually realised that studying at this type of school fostered their identity formation as users of English and helped them visualise their ideal end state. This end state related to professional, intercultural and academic gains. The students reported that they sometimes faced challenges in understanding new terminology in science, along with using English to answer their teachers’ questions. Despite these challenges, the students exercised their agency by valuing studying in a resource-rich EMI environment, using certain effective strategies, and receiving fee-charging private tutoring. This study highlights the importance of understanding language learners’ motivations for attending English private tutoring and how it impacts their LLS use and future vision. Also, it reveals how educational policy and the distribution of language learning resources can affect individuals’ LLS choices and use, and their identity development.

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Navigating the potentials and barriers to EMI in the post-Soviet region: insights from Kazakhstani university students and instructors

Cited by 6 publications

References 58 publications

Learning English in the era of artificial intelligence: Graduate students' experiences and perceptions of ChatGPT at an EMI university in Kazakhstan

Learning English in the era of artificial intelligence: Graduate students' experiences and perceptions of ChatGPT at an EMI university in Kazakhstan

Individual and school sector determinants of EMI undergraduate academic outcomes: Evidence from Kazakhstan

Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective EMI schools in Kazakhstan

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