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

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nazerke Amanzhol, Aray Amanova, Bayan Kerimbekova, Akerke Zholamanova, Yerbol Sarmurzin
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引用次数: 0

Abstract

Purpose

As 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/approach

Qualitative 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.

Findings

Following 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/value

The results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

"我的期望与现实不符":哈萨克斯坦本科生在英语教学中面临的挑战
目的 由于高等教育不断全球化和商业化,英语越来越多地被用作全球大学的教学语言。尽管英语教学(EMI)在哈萨克斯坦的学科教学中越来越受欢迎,但对该地区大学本科生学习 EMI 的态度的研究却很有限。本文对哈萨克斯坦一个使用 EMI 的化学本科专业进行了案例研究。本研究旨在确定与 EMI 相关的信念、学生的态度以及用英语学习科学时面临的挑战。设计/方法/途径采用开放式问卷调查和半结构式访谈收集定性数据,访谈对象通过有目的的抽样选出,然后通过课堂观察进行三角测量。本研究采用了主题分析方法来研究收集到的数据,其中包括访谈记录、课堂观察录音记录和调查回复。这些类别主要集中在哈萨克斯坦高等教育机构在采用 EMI 时可能遇到的障碍。原创性/价值本研究的结果将有助于制定更全面、更公平、更高效的改进型 EMI 政策和实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Asian Education and Development Studies
Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
7
期刊介绍: Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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