Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Nurshatayeva, Aizat; Page, Lindsay C.

doi:10.2139/ssrn.2966825

Cited by 7 publications

(7 citation statements)

References 19 publications

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“…Further research could explore more specifically how students can effectively integrate the knowledge gained from this course into their professional lives, likely using advanced technological supports (see, for example, Nurshatayeva et al, 2021), as well as examine the most effective methods for teaching these skills. Further studies in other English-only university contexts are recommended given the unique challenges that arise in English-medium instruction (Nurshatayeva, 2020;Nurshatayeva & Page, 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring Graduate Students' Perceptions of Educational Psychology Courses: A Study at a Private University in Kazakhstan

Shaikenova¹,

Amangeldiyev²,

Aitenova³

et al. 2023

Preprint

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This research paper investigates graduate students' perceptions of a course in educational psychology at a private university in Kazakhstan. A questionnaire was used to gather information about students' overall satisfaction with the course, engagement with the material, and perceptions of the instructor and their teaching style. The data collected was analyzed to identify trends and patterns in students' perceptions, and to compare these perceptions to other variables such as prior knowledge or experience in the field. The results of the study provide valuable insights into students' experiences in the course and could inform efforts to improve similar courses in the future.

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Section: Discussionmentioning

confidence: 99%

Exploring Graduate Students' Perceptions of Educational Psychology Courses: A Study at a Private University in Kazakhstan

Shaikenova¹,

Amangeldiyev²,

Aitenova³

et al. 2023

Preprint

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“…Further research on motivation and teaching English as a foreign language should incorporate such new developments as English-medium instruction, shown to have its unique challenges and opportunities (Nurshatayeva, 2020;Nurshatayeva & Page, 2020), and culturally responsive pedagogy (Millán, 2021). Motivation in the context of systemic factors should also be explored more in future studies (Weidman & Nurshatayeva, 2018) including disruptions caused by the COVID-19 pandemic (Riveral & Millán, 2022).…”

Section: Discussionmentioning

confidence: 99%

Motivating Factors in Foreign Language Learning: Integrative and Instrumental Approaches

Netaliyeva¹,

Birleskyzy²

2023

Preprint

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Motivation plays a significant role in foreign language acquisition, with two primary types: integrative and instrumental. While earlier research focused on the importance of integrative motivation in formal learning environments, more recent studies have highlighted the significance of instrumental motivation for those studying specific languages. This study proposes a conceptual framework based on a review of literature published in the past two decades, examining the multidimensionality of motivation in language learning. The authors found that motivation, particularly integrative motivation, is a key factor in foreign language acquisition and that students who favor an integrative approach tend to have better results. However, further research, including the use of actual samples and the expansion of the field, is necessary to fully understand the complexity of motivation in language learning.

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“…Another possible benefit might be entertaining lessons. Given the importance of motivating English learners (Nurshatayeva, 2011;Nurshatayeva & Page, 2020), making the kessons more fun and enjoyable has considerable importance. With the help of mobile applications, it is usually easy to make the learning process entertaining.…”

Section: Positive Sides Of Using Mobile Applicationsmentioning

confidence: 99%

Efl Teachers’ Perceptions and Challenges of Using Mobile Language Learning Applications

Tangirbergen¹

2022

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This paper explores English language teachers’ perceptions of mobile applications and challenges in using them. The study uses data from 10 English languages teachers working in secondary schools and universities in Kazakhstan. Thematic analysis is employed. The findings suggest that teachers value availability and student engagement offered by mobile apps. The challenges of using mobile apps tend to be beyond teachers’ control and include internet issues or lack of equipment. Policy implications for teacher training and professional development are discussed.

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Effects of the Shift to English-Only Instruction on College Outcomes: Evidence from Central Asia

Cited by 7 publications

References 19 publications

Exploring Graduate Students' Perceptions of Educational Psychology Courses: A Study at a Private University in Kazakhstan

Exploring Graduate Students' Perceptions of Educational Psychology Courses: A Study at a Private University in Kazakhstan

Motivating Factors in Foreign Language Learning: Integrative and Instrumental Approaches

Efl Teachers’ Perceptions and Challenges of Using Mobile Language Learning Applications

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