Students’ struggles with EMI in Kazakhstani universities

Abstract

Introduction. Fascination with English medium instruction (EMI) is fast growing in higher education institutions in non-native English-speaking countries, including Kazakhstan. The Kazakhstani government adopted a trilingual education policy in 2007 and the Bologna Process in 2010. Both these initiatives motivated universities to offer academic programmes in the English language. As a result, EMI programmes are offered in over 70 higher education institutions across Kazakhstan. In addition, there are four major Kazakhstani universities which offer academic programmes in English only. Despite the increase in the number of EMI programmes, there is a lack of empirical evidence about the difficulties and challenges faced by students in the EMI programmes.Aim. The present study aimed to investigate the nature, forms, and levels of challenges graduate students face in academic reading and writing in English and the way they cope with these challenges. The study was conducted with graduate students and faculty in 10 selected Kazakhstani universities, which offer academic programmes in EMI.Research methodology and methods. The study is based on a mixed-method design, involving an online survey and semi-structured interviews. The closed-ended questions have been analysed using SPSS software (Statistical Package for the Social Sciences). The grounded theory analysis was utilised to scrutinise open-ended questions and interview transcripts.Results and scientific novelty. The study’s results indicated two major challenges faced by graduate students in academic reading and writing: the personal-psychological challenge and sociological challenge. The first challenge includes students’ previous academic backgrounds, exposure, and learning experiences. The second challenge is related to English academic culture and students’ worldviews, concepts, and values about English as a language and medium of instruction. As a result, graduate students experienced a lack of vocabulary, inadequate academic literacy skills, unfamiliarity with academic writing styles in English, and lack of skills to synthesise reading materials.Practical significance. Hence, this study recommends systematising English language programmes across secondary and higher education institutions to help students acquire advanced English language proficiency. Also, the study results suggest that local faculty members should be trained according to international standards in terms of their English language skills and innovative teaching methods.

Trilingual Education in Kazakhstan and Graduates Employability Perspectives

“…One of the effects and issues at the same time might be the transformation of the personality of Kazakhstani students who study in English, but need to apply the acquired knowledge in Russian or Kazakh. There are only few studies addressing this issue, for instance the research paper by Zhunussova, Tajik, Fillipova, Antwi (2023), discusses the issue from the perspective of EMI's impact on national and linguistic identity of students. Also, there are some studies showing the rate of students who dropped out from EMI education programs comparing to those who chose national language as a medium of instruction: "students subjected to English-medium instruction answer significantly fewer test questions correctly and drop out from the education to a much higher degree compared to the students accessing the education in the national language should give stakeholders pause and inform the continued discussion concerning the (i) advantages and disadvantages of adopting EMI, and (ii) what (pedagogical or linguistic) support might be needed to scaffold students' learning experience in EMI" (Bälter, Kann, Mutimukwe, Malmström, 2023).…”

“…The main reasons to conduct such kind of study look as follows: 1) To observe ELT at the universities of the Republic of Kazakhstan within the framework of the declared trilingual strategy (including the 212 study of both official documents and documentation of universities in which this strategy is being implemented); 2) To analyze EMI programs in order to determine their advantages and development opportunities; 3) To identify the opportunities that both students and graduates of these educational programs receive in employment, as well as their potential difficulties; 4) To determine the impact of English on graduates and on the perception of their capabilities by potential employers. Currently, research has been conducted in the Republic of Kazakhstan on EMI and its impact on the personal characteristics and social status of students (Zhunussova, Tajik, Fillipova, Antwi (2023); the employment opportunities and potential benefits, as well as the difficulties experienced by graduates of these programs, have been practically unexplored, which determines the significance of our study on a national scale.…”

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

“…The rapid growth of English as a medium of instruction at all levels of education is documented worldwide (Macaro, 2018). Regarding the specific factors driving this recent surge in popularity in Kazakhstan, experts point to the implementation of a comprehensive trilingual policy and the country's participation in the Bologna Declaration as noteworthy contributors (Karabassova, 2021;Tajik et al, 2022). The Ministry of Education reports that the number of undergraduate students enrolled English-mediated educational programs grew from 31125 in 2021 to 39935 in 2022 (Bologna Process and Academic Mobility Center, 2022).…”

“…The recommendation to the government Higher Education Development Center suggests increasing the format of English-mediated educational programs both in quantity and quality. Contrary to the fast pace of the adoption of English as the medium of instruction, little comprehensive research is done in this field (Tajik et al, 2022).…”

“…According to Tajik et al (2022) students who lacked consistent English learning at their secondary school struggled to understand the content of the courses taught in English. This issue results in GPA which is significant evidence of a student's academic success.…”