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ERIC Number: EJ1459273
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1461-0213
EISSN: EISSN-1570-5595
Available Date: N/A
Understanding Secondary School Students' Challenges, Language Learning Strategies and Future Selves at Highly Selective EMI Schools in Kazakhstan
AILA Review, v37 n2 p309-333 2024
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.
John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kazakhstan
Grant or Contract Numbers: N/A
Author Affiliations: N/A