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

AILA Review, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 18, 2024

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

Язык: Английский

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EMI in Central Asia

Second language learning and teaching, Год журнала: 2023, Номер unknown, С. 93 - 111

Опубликована: Янв. 1, 2023

Язык: Английский

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The Practice of EMI Around the World: A Metaview

Second language learning and teaching, Год журнала: 2023, Номер unknown, С. 227 - 244

Опубликована: Янв. 1, 2023

Язык: Английский

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