Transfer of genre knowledge among three languages: Insights from English-medium postgraduate programs in Kazakhstan

Goodman, Bridget; Kambatyrova, Assel; Kerimkulova, Sulushash

doi:10.1016/j.system.2023.103114

Cited by 2 publications

(1 citation statement)

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“…In recent decades, scholars have extensively explored the different dimensions of EMI programs. These include (1) language policy and planning (Karabassova, 2021; Kerimkulova et al ., 2023; Sah and Fang, 2023; Goodman and Karabassova, 2018), (2) teaching and learning processes (Goodman et al ., 2023; Richards and Pun, 2022), (3) perceptions of different stakeholders towards EMI (Al-Riyami and Dayananda, 2022; Goodman et al ., 2022), (4) challenges and concerns (Hajar and Mhamed, 2021; Hajar et al ., 2023; Pun et al ., 2023; Sarmurzin et al ., 2023), (5) teachers' perspectives and training (Deroey, 2023; Macaro and Han, 2020; Karabassova, 2018), (6) student motivation and attitudes (Kojima, 2021; Turhan and Kirkgöz, 2018), (7) discourse of emotions (Hillman, 2023; Sah, 2023a, b; Yuan et al ., 2023), and so on. Initial research conducted in regions such as Hong Kong, where English has been the primary medium of instruction for a considerable period, indicated predominantly favorable perceptions towards EMI, as reported by Evans and Morrison (2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“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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