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

ORCID logo | Nazarbayev University
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.
Keywords: science subjects in english, language learning strategy (lls) use, highly selective emi schools, language identity development, kazakhstan, qualitative inquiry
Article outline
  • 1.Introduction
  • 2.Policies and implementation of EMI in post-Soviet Kazakhstan
  • 3.Towards a socio-dynamic perspective in LLS research using qualitative methods
  • 4.Theoretical framework
  • 5.Study details
  • 6.Interpreting the participants’ experiential accounts of studying at EMI selective schools
    • 6.1Participants’ reasons for studying at BILs
    • 6.2Participants’ challenges for studying STEM subjects in English and strategy use
    • 6.3Impact of teachers’ practices
    • 6.4Participants’ future vision while studying at BILs
  • 7.Discussion and implications
  • Acknowledgement
  • References
Published online: 18 November 2024
DOI logo
https://doi.org/10.1075/aila.24016.haj
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