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Item Embargo THE IMPACT OF MOVING TO KAZAKHSTAN FROM ABROAD ON BOLASHAK INTERNATIONAL SCHOLARSHIP PROGRAM GRADUATES' FAMILY LANGUAGE POLICY(Nazarbayev University Graduate School of Education, 2024-05) Kenzhebalina, AnarKazakhstan is a developing country that gained independence in 1991; therefore, to improve its human capital and the number of highly qualified professionals, former president Nursultan Nazarbayev created the Bolashak International Scholarship program, which allows students to study abroad at prestigious universities and covers all the expenses. Nowadays, the program awards scholarships only for master's, PhD, and internship programs, consequently attracting more older students with families. As a result, some Bolashak scholarship holders travel for academic purposes with family members, including children, and return to Kazakhstan upon the completion of the program, which might impact the language policy of the families (FLP). Therefore, the present study explored the impact of moving to Kazakhstan from abroad on the FLP of Bolashak Program graduates within Spolsky's language policy framework, which analyses language ideologies, language practices, and language management. The study employed the qualitative case study approach, and three data collection instruments (audio observation, parental reflective journal, and semi-structured interview) were used to study the cases of two families who studied in the UK and the USA. Regarding the findings, it was found that the language practices were impacted by influential factors such as toys and cartoons rather than by moving from abroad to Kazakhstan. Additionally, language practices have changed, but not notably, because of the availability of resources, such as the KMI and EMI education sectors in Kazakhstan. Regarding language management, the Bolashak program work obligation impacted the decision on language choice before moving to Kazakhstan from abroad. Lastly, Kazakh and Russian language ideologies were found to be the same for both families THE IMPACT OF MOVEMENT ON BOLASHAK GRADUATES’ FLP and were not impacted by the move to Kazakhstan. However, the English language ideology of one family was affected by their stay abroad through the Bolashak program, whereas the second family's ideology was found to be similar to the local population of Kazakhstan.Item Embargo FACTORS AFFECTING TEACHER RETENTION IN MAINSTREAM SCHOOLS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-04) Kushvayeva, RimmaResearchers and policymakers have emphasized the significant shortages that affect schools, dramatically increasing the demand for teachers provoking school systems to lower their standards for teacher quality (Ingersoll & Smith, 2003). Teacher retention has emerged as a critical concern in Kazakhstan's education system. Trying to increase the supply of teachers in the school system, the Kazakhstan government adopted the Law About the Teacher Status in 2019. While some strategies of the Law have displayed positive results, the problem still exists. Moreover, there have been relatively few studies on the issue of teacher retention in Kazakhstan. This qualitative study aimed to explore the factors that affect teacher retention in mainstream schools in Kazakhstan. Overall, the study sample included ten teachers, five experienced working for more than five years, and five young teachers who worked for less than five years. The purposeful sampling technique was used to select participants. The data were derived from semi-structured interviews and analyzed using thematic analysis. The study findings indicated that teacher retention is multifaced and emphasized the complex interplay of factors shaping the retention of teachers in Kazakhstan's school system. Specifically, teacher retention increases with the extent to which they use professional development opportunities and receive favorable salaries, and their achievements are acknowledged and financially induced. Furthermore, teachers are satisfied with their jobs when they feel the support of effectively trained leaders and with controlled mentoring programs. Additionally, the working environment and facilities are improved, and administrative burden is reduced by assigning appropriate people to those duties. The importance of mental and physical well-being is recognized. In conclusion, the study addressed the research purpose and filled several gaps in the existing research, valuably contributing to its advancement.Item Unknown Transition From Secondary School to EMI University: Understanding Challenges and Language Strategy Use of Undergraduate Students in Kazakhstan(Nazarbayev University Graduate School of Education, 2024-05-31) Toktarova, AizaThe increasing significance of English as the language of global commerce, tourism and politics has led to many educational institutions worldwide adopting English as the medium of instruction (EMI) in recent decades. There are few studies that examine how Kazakhstani students view and experience the transition from their native language (L1) schooling to EMI universities in Kazakhstan. This qualitative study aims to fill this gap by investigating the challenges, both linguistic and academic, faced by ten first-year students at a prestigious EMI university in Kazakhstan. All the students participating in this study came from mainstream schools where Kazakh or Russian was the main language of instruction. The study also attempted to capture these participants’ strategic learning efforts used to confront their diverse challenges at the EMI university. Guided by Spolyky’s (2004) theoretical framework on language policy and Oxford’s (1990) classification of LLSs, this qualitative study sought to answer the following main and sub-research questions: 1) How do Kazakhstani first-year students perceive their experience at one of the highly selective EMI universities in Kazakhstan? a) What motivated the participants’ to join this EMI university? b) What were the participants’ academic and linguistic challenges at this EMI university? c) What strategies did the participants use to cope with these challenges? The data were collected from ten first-year undergraduate students studying at one EMI university in Kazakhstan, using two qualitative research methods: a written narrative and individual semi-structured interviews. The study found that the participants’ challenges at the EMI university were classified into three interrelated categories: language-related, academic, and individual. To encounter these challenges, the participants deployed a host of effective strategies, including both direct (memory, cognitive, compensation) and indirect (metacognitive, affective, social) strategies. Based on the findings of this qualitative study, practical and pedagogical implications were presented, by assuring the importance of providing students with psychological support, integrating academic English into the mainstream school curriculum, and promoting university writing centers. The study also offers implications for policymakers in Kazakhstan and areas for further research, including the emotional landscape of EMI and fair access to highly selective EMI universities.Item Embargo EXPLORING THE ROLE OF CHATGPT IN LANGUAGE AND LITERACY PRACTICES IN AN EMI UNIVERSITY: VOICES OF KAZAKHSTANI STUDENTS(Nazarbayev University Graduate School of Education, 2024-05-21) Aypay, BeyzaArtificial intelligence (AI) technologies rapidly evolve and revolutionize various domains, including higher education. Due to the recent emergence of generative artificial intelligence (AI) technologies and large language models (LLM), its potential benefits and challenges are leading debates and concerns about ethical issues. Thus, these concerns influence higher education policies, which either restrict or ban the use of AI tools. Although various research studies have focused on AI’s impact on the English as a foreign language (EFL) field, AI’s role as a language strategy has not been deeply explored in relation to literacy practices. In addition, academic reading and writing with AI are frequently examined from a skills-based perspective focusing on cognitive aspects of literacy, which do not recognize the students’ literacy events and literacy practices shaped by different factors such as culturally valued practices and power relations. Therefore, the study draws on Street’s (1984) literacy as a social practice theoretical framework to explore the influence of institutional and social practices on how first-year university students use ChatGPT, one of the most frequently used and advanced AI tools, for literacy practices from student perspectives. The study also focuses on students’ language learning strategy use, employing Oxford’s (1990) classification to identify how they utilize AI for language learning. This study adopted a qualitative phenomenological research design. Data were obtained from nine first-year students at an EMI university in Kazakhstan through diverse data collection instruments, including focus group interviews, two art-based research instruments (image-based reflections and significant circles), and qualitative questionnaires. The results indicated that participants used ChatGPT to navigate institutional and social literacy practices in various ways to be ethical scholars and to represent their voices and scholarly identities. Moreover, artificial intelligence offered participants opportunities to socialize in academic practices and discourses while they tried to acquire the EMI university’s institutional and social practices. The study also found that first-year students use ChatGPT as a language strategy, which results from the influence of institutional and social literacy practices. The findings of this study may provide insights to policymakers and university instructors about how first-year students utilize AI for literacy practices and how it can foster students’ socialization to academic literacy. In addition, this study may offer language teachers a perspective of artificial intelligence’s potential in scaffolding student learning.Item Open Access PARENTAL INVOLVEMENT IN PRIMARY SCHOOL STUDENTS' ENGLISH LANGUAGE EDUCATION IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05) Yerkin, DinaraTo improve the quality of education, it is important that parents participate in the education of children. The primary objective of this study is to examine the different forms of parental involvement in the English language learning process of children in Kazakhstan and to identify the challenges parents encounter in offering support, utilizing a qualitative research methodology. To collect relevant information, a semi-structured interview was conducted with seven parents living in Astana. Questions were asked and analyzed in relation to Epstein's Typology of Parental Involvement. According to the results, all parents noted the importance of children's learning English for their children’s future lives. In addition, the results showed that the types of parental participatory actions in the study sample were relatively largely consistent with Epstein's Typology. To be specific, Epstein identifies six types of parental involvement. Parents engaged in four types similar to those mentioned in theory, but another two types were not found among parents. Interestingly, in addition to Epstein's Typology, two more new types of parental involvement practices were observed. Based on the findings, it is suggested that the school should help parents with resources for home learning and involve them in school activities, while teachers should communicate regularly with parents and create fun English learning events. Parents should connect with community groups for extra learning opportunitiesItem Embargo THESIS WRITING CHALLENGES AND STRATEGIES OF MASTER’S STUDENTS IN SOCIAL SCIENCES AT AN ENGLISH MEDIUM OF INSTRUCTION (EMI) UNIVERSITY IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05) Nurlan, UlpanMaster’s theses are important because they communicate students’ research skills and signify their key contributions to the field. However, thesis writing poses challenges for many students, particularly non-native English graduates. Evidence from a Kazakhstani EMI University’s 2023 exit survey supports this by revealing that 40% of graduate students struggled with thesis writing (Graduate Exit Survey Reports, n.d.). This study is significant because identifying and addressing students’ challenges can help to introduce and improve effective practices and policies in EMI HEIs. Another significance is that few studies have been conducted in Kazakhstan on students’ thesis writing challenges and little is known about the causes of these challenges. Thus, the present study aims to explore the challenges faced by second-year master’s students with thesis writing at an EMI university, the causes of these challenges, and their coping strategies. Drawing on prior theories, this study used a qualitative phenomenological research design and conducted one-to-one semi-structured interviews with 11 master’s students. The findings revealed that graduate students encountered rhetorical, emotional, behavioral, and social challenges while writing their theses. They attributed these challenges to competing commitments and poor time management skills, lack of prior knowledge and experience, language-related causes, and cultural differences. The findings also revealed that students employed cognitive, affective, metacognitive, and social strategies to overcome these challenges. The findings suggest that administrators, supervisors, and English instructors should play a more active role in supporting master’s students in the thesis writing process. These findings also highlight the need for systematic pedagogical and psychological support for students studying in EMI programs throughout their thesis writing process.Item Open Access EXAMINING UNDERGRADUATE STUDENTS’ ENGLISH LANGUAGE SPEAKING ANXIETY AND THEIR STRATEGY USE AT AN EMI UNIVERSITY IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05-21) Shorman, MariyaSpeaking is one of the most anxiety-causing skills in learning a foreign language. Foreign Language Speaking Anxiety (FLSA) significantly affects language performance, so many students struggle in their learning process. Despite the fact that FLSA is a common phenomenon, there is a lack of studies on FLSA in the context of Kazakhstan. This mixed-method research study sought to investigate a group of second-year Undergraduate students’ challenges while speaking English across different settings and fourth-year students’ Language Learning Strategies (LLSs) they adopt to face these challenges at university using English as a Medium of Instruction (EMI) in Kazakhstan. The current study answered two research questions with subquestions: 1) What level of Foreign Language Speaking Anxiety do second-year Kazakhstani students experience while speaking English in EMI classes? Sub-questions: (a) Does gender affect the participants’ FLSA in class? (b) Does school type affect the participants’ FLSA in class? (2) What strategies do fourth-year students use to reduce FLSA? Data were gathered using two data collection tools: Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) for second-year students and semi-structured individual interviews for fourth-year students. The results showed that second-year students had a moderate level of FLSA and fourth-year students use mainly cognitive and metacognitive LLSs. This research filled the gap in the literature on FLSA, revealing results that have not been found previously in Kazakhstani context. Keywords: Foreign Language Speaking Anxiety (FLSA), Language Learning Strategies (LLSs), English as a Medium of Instruction (EMI), mixed-methodItem Restricted TRANSITION FROM SECONDARY SCHOOL TO HIGHER EDUCATION: EXPLORING THE EFFECTIVENESS OF ENGLISH PRIVATE TUTORING, AND ITS IMPLICATIONS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05-21) Baizhumayeva, AigerimSince the beginning of 21st century, Private tutoring (PT) has grown significantly in popularity and prevalence. However, English private tutoring (EPT), a subcategory of PT, remains a relatively under-researched area, with limited empirical studies on EPT in Central Asia, including Kazakhstan. Therefore, this qualitative study aims to fill this gap by examining the EPT experiences of undergraduate students from Kazakhstan as they prepared for their high-stakes university entrance exams. Drawing on Benson’s (2011) four-dimensional model of language learning beyond the classroom, the study addresses two research questions: 1) How were the four dimensions (location, formality, locus of control and pedagogy) interpreted in the participants’ EPT experiences? 2) What are the participants’ views about the future of PT in Kazakhstan? The data were gathered from eight undergraduate students enrolled in a highly selective Kazakhstani university where English was used as the medium of instruction (EMI). This study utilized two qualitative research methods: narrative writing and individual semi-structured interviews. The findings of the study revealed that regarding the location of EPT, most participants preferred small group tutoring. Concerning the formality, the participants articulated the positive, indirect involvement of their parents and hiring a private tutor for their children as a means to relieve the burden on their shoulders as ‘responsibilized’ parents. Regarding the locus of control, the participants took EPT to enhance their chances of a place at one of the prestigious EMI universities. Participants admitted that they could not secure a place at that EMI university without having EPT. However, they articulated some disadvantages of EPT. The study’s findings have led to suggestions for pedagogical improvements and identified areas for future research, including the adoption of effective procedures to enhance fair access to highly selective universities and regulate the PT market in Kazakhstan and other regions. Keywords: Private tutoring, English private tutoring, higher education, Central Asia, qualitative studyItem Embargo TOWARDS BECOMING IDEAL MULTILINGUAL SELF: A NARRATIVE INQUIRY INTO LANGUAGE LEARNING, PERSONAL INVESTMENT AND IDENTITY FORMATION(Nazarbayev University Graduate School of Education, 2024-05-21) Turanova, AigerimThe present narrative study focuses on the journey towards constructing an ideal multilingual self through an in-depth analysis of the relationship between the notion of language learning being intertwined with personal investment and the development of identity. As multilingualism is increasingly valued in our globalized world, it is recognized as a critical asset that develops the individual both culturally and intellectually. Despite the large amount of research on multilingualism, the specific processes of acquiring skills that incorporate both linguistic and cultural diversity are poorly understood. This research is directed to reveal the hidden motives, challenges, and changes experienced by the language learners. Using qualitative methods, particularly narrative essays and semi-structured interviews, the research explores the detailed, unique and rich personal stories of the participants, their personal career, emotion and time based personal investments and their identity transformations.Item Embargo GAMING AND LEARNING: YOUNG ADULTS’ PERCEPTIONS OF VIDEO GAMES AS AN ENGLISH LANGUAGE LEARNING TOOL(Nazarbayev University Graduate School of Education, 2024-05-21) Seitpakov, DastanVideo games have already become essential to everyday life, and millions worldwide play various video games. Globally, there are approximately 3.09 billion active video game players (Howarth, 2024). Many people encounter language exposure by playing various video games in a foreign language with others and alone. The purpose of this study is to examine young adults’ experiences of learning the English language through video games. To grasp the experiences and perceptions of the participants, this study employed Gee’s (2007) principles of Good Games for Good Learning, adapting them to capture linguistic aspects of video game processes and learning outcomes. This qualitative case study had 6 participants gathered from different parts of the world, united under one gaming community for gamers named Discord. The data obtained through semi-structured interviews revealed a positive perception of video games as a source for learning English. This study paid attention to the language choice of the participants and, through the participants’ narratives, identified the potential benefits of games in learning aspects of reading, listening, speaking, and vocabulary. In addition, the findings suggest that communication processes that occur during gameplay have positive and negative effects on the learning process. Thus, this study identifies the possible limitations and advantages of video games as an English language learning tool. The study findings carry implications for the field of video games and language learning, pointing out this study’s limitations and future research directions.Item Restricted UNDERSTANDING INTERNATIONAL FACULTY MEMBERS’ MOTIVATION AND LANGUAGE LEARNING STRATEGIES FOR LEARNING KAZAKH AT AN EMI UNIVERSITY IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05-21) Sarsenbay, ArayWith the increasing emphasis on multilingualism and globalization, the motivations, and strategies for learning languages other than English have garnered attention among language learning researchers in many countries regarding different contexts. However, there remains a gap in research concerning the motivations and strategies of international university faculty members learning Kazakh language in Kazakhstan, particularly within a university using English medium of instruction. Therefore, the study aims to identify international faculty members’ motivation and challenges in learning Kazakh. The study also aims to reveal their strategies for coping with their challenges in the language learning. Drawing on Dornyei’s theory of the second language motivational self-system and Gardner’s socio-educational model, this qualitative case study explores the experiences of eight international faculty members learning Kazakh. Data were collected using individual semi-structured interviews and analysed using Braun and Clarke's thematic analysis method. The findings shed light, first, on the motivations driving international faculty members to learn Kazakh, including practical needs (everyday life and professional purposes), respect for the state language, cultural curiosity, personal interest, and family relationships. Second, the findings uncover the challenges faced by participants in their language learning journey, including communication and exposure barriers, instructional hurdles, linguistic and script difficulties, as well as resource and time constraints. Third, findings reveal the strategies employed by participants to overcome these challenges, including coping mechanisms for exposure and communication, participation in Kazakh language courses, and approaches to address linguistic challenges. This study contributes valuable insights to the field of Kazakh language learning as a second language, offering practical implications for both learners and educators to enhance the effectiveness and efficiency of language learning processes. Keywords: Kazakh language, languages other than English (LOTe), international faculty members, second language, motivation, challenges, language learning strategies.Item Restricted STATE IDEOLOGY IN SCHOOLS: EXAMINING DIVERSITY REPRESENTATION IN AFGHANISTANI TEXTBOOKS THROUGH CRITICAL DISCOURSE ANALYSIS(Nazarbayev University Graduate School of Education, 2024-05) Zaffari, MarinaIn the postmodern era, where education via formal schooling is deemed highly significant for children’s personal growth and professional development, the content of knowledge delivered by schools is taken for granted. After the critical turn in education, the neutral view on knowledge and literacy was challenged. Since then, critical curriculum studies have examined how and why politics influence education. Using the methods of critical discourse analysis (CDA), this study critically examines and analyzes the content of school knowledge in the socially complex and dynamic context of Afghanistan by focusing on the representation of ethnic diversity in two school subjects. Confirming the assumptions of critical discourse studies, the representational patterns of the existing ethnic groups did show a strong bias. Results revealed that ethnic minority cultures and figures are either backgrounded or suppressed, while the cultures and figures of the dominant ethnic group is normalized and glorified. Moreover, textbooks used discourses of national unity, national identity, and Islamic solidarity to justify the representational patterns. The study concludes that knowledge acquired in school can have negative socialization effects by normalizing inequality and ethnic assimilation. By critiquing the problematic treatment of cultural diversity, this study advocates a multicultural approach to curriculum development. The findings can guide educational policies and curriculum developments in Afghanistan as well as other similar contexts. In Addition, it may contribute to creating critical awareness, which is the prerequisite for combating social inequalities of any form.Item Embargo EXPLORING KAZAK LANGUAGE TEACHER EDUCATORS' CURRICULUM IDEOLOGIES AND LIVED EXPERIENCES: A THIRD SPACE PERSPECTIVE(Nazarbayev University Graduate School of Education, 2024-05-21) Pazylbekova, AigerimThis phenomenological study investigates Kazakh language teacher educators' curriculum ideologies and lived experiences through a third-space lens in the context of educational reforms in Kazakhstan. It aims to uncover how these educators navigate changes imposed by the updated curriculum and the implications of these changes for Kazakh language education. The study employs three research instruments—multimodal interviews, the art-based research tool "significant circles," and semi-structured interviews with image cards—to gather rich qualitative data from five experienced teacher educators. The findings reveal that the updated curriculum profoundly influences educators' practices and ideologies, often generating a complex interplay between traditional Soviet teaching methodologies and modern, learner- centered approaches. Despite these challenges, a third space emerges where educators negotiate and hybridize these influences, fostering innovative pedagogies that integrate local knowledge with global educational standards. Embracing this third space can lead to more culturally and contextually relevant teaching strategies, potentially shaping the future of language education in Kazakhstan. This study contributes to the broader discourse on curriculum ideologies in post-Soviet contexts, highlighting the pivotal role of teacher educators in bridging curriculum reforms and practice. It calls for reforms that support educators' transition towards hybrid practices, thereby enriching the educational landscape.Item Embargo UNDERSTANDING UNDERGRADUATE STUDENT PROBATION: A MIXED-METHOD INVESTIGATION OF CONTRIBUTING FACTORS AT ONE UNIVERSITY IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-04-22) Sergazina, ManatStudent retention is a pressing issue in universities worldwide, yet little is known about why students leave universities in Kazakhstan and what measures universities are taking to mitigate the problem. This issue has serious implications for the socio-economic development of Kazakhstan and results in substantial financial losses within the higher education sector. The primary motivation for this study is to understand the underlying reasons why students encounter difficulties in completing their degrees. Therefore, the purpose of this explanatory sequential design study is to address this gap and provide insights for higher education institutions in Kazakhstan. The study was conducted at one of the largest universities in Kazakhstan. An anonymized dataset comprising over 7,000 unique student records was analyzed to determine the impact of sociodemographic characteristics and secondary-level academic experiences on postsecondary academic performance, specifically university GPA and instances of academic probation. Additionally, eight administrators or staff members were interviewed to gain insights into their perceptions of the factors that influence academic performance at this institution and to assess whether they believe the university offers adequate student support. Finally, a focus group interview with six undergraduate students reveals student perspectives on contributing factors. The study reveals the impact of various sociodemographic factors, academic preparation, and organizational context of the institution contributing to academic probation. As a result, the institutional retention strategy at the examined university is assessed and recommendations for improvement are provided.Item Embargo EXPLORING ENGLISH FOREIGN LANGUAGE ANXIETY AND ACADEMIC MOTIVATION: A QUALITATIVE CASE STUDY OF UNDERGRADUATE STUDENTS’ PERSPECTIVES AND EXPERIENCES IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05-31) Kenzhetayeva, AigulThere is an increasing amount of research conducted on foreign language anxiety (FLA), yet the studies conducted in the Kazakhstani context are still very few (Duysembekova & Kurban, 2022; Myrzakulova, 2019; Plyushko, 2018). The purpose of this study was to explore the factors influencing FLA and academic motivation. By exploring the factors contributing to FLA, the qualitative study seeks to uncover the root causes and triggers of this anxiety in one English medium instruction (EMI) university in Kazakhstan. The study also aimed to understand the nuances influencing English as a foreign language (EFL) students’ learning journey and academic motivation in EMI context. The findings reported that social and psychological factors impacted students’ FLA and academic motivation. This including socio-environmental factors such as pedagogical, teacher- student relationship, and peer impact. Understanding the underlying causes of FLA concerning academic motivation in EFL undergraduate students is crucial for educators, educational institutions, and policymakers to develop targeted strategies and support systems that can enhance a positive learning experience. Keywords: foreign language anxiety, EFL (English as foreign language), academic motivation.Item Restricted EXPLORING THE SIGNIFICANCE OF INTELLECTUAL LEADERSHIP: PERSPECTIVES OF PROFES SORS IN HIGHER EDUCATION IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2023-04) Kaldar, SymbatCurrently, the topic of intellectual leadership in higher education is shaping academic discourse. Intellectual leadership includes the ability of academics to influence their fields through intellectual work, mentoring, and innovation. This work aims to clarify the role of intellectual leadership in universities, its importance in the formation of scientific discourse, and the development of scientific innovations. Special attention is paid to explaining how intellectual leadership affects the organizations, the development of teaching staff, and student learning outcomes. The study uses a qualitative research method, including a literature review and information from interviews, for a comprehensive analysis of intellectual leadership in higher education institutions. The study also provides a systematic review of the existing literature, supplemented by empirical data for a comprehensive analysis of intellectual leadership in higher education institutions. This research paper also analyzes in detail how this affects the field of knowledge, forming theoretical ideas about intellectual leadership in higher education institutions. It emphasizes the need for further research to explore new trends, practices, and challenges in developing intellectual leadership among scientists in higher education institutions in an increasingly globalized worldItem Embargo DETERMINANTS OF SUPPLY FOR ENGLISH PRIVATE TUTORING: VOICES OF ENGLISH TUTORS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-05-21) Kamilat, ZhanerkeEnglish language proficiency is highly valued in private tutoring (PT), especially for those learning it as a supplementary language. Although the global significance of English Private Tutoring (EPT) is well-known, this industry is still in its early stages of development (Yung & Hajar, 2023). This qualitative study investigated why English tutors are entering Kazakhstan’s EPT market. The study explored the factors that influence ’their decision-making processes, the role of economic considerations, and the specific English skills and competencies that are most in demand in the private tutoring market. The researcher used various data collection tools, including narrative writing and semi-structured interviews. Bray’s (2021) theoretical framework was also used to understand the phenomenon of PT from different perspectives - physical, political, economic, cultural, and pedagogical geography. The study found that the participants were motivated to become English tutors due to their flexible working hours, teaching mode, professional development, and passion for teaching. Additionally, the study discovered income disparities among English tutors caused by differing rates. The participants also mentioned the demand for productive skills in the English language, such as speaking and writing, in the private tutoring market. While some participants were willing to pursue a career as an English tutor in the future, others considered it to be a temporary job. When considering future research, it is crucial to explore income inequality among English tutors in Kazakhstan and the impact of emerging technologies like Artificial Intelligence (AI) on their instructional methods. Keywords: private tutoring (PT), English private tutoring (EPT), English tutors, factors influencing teachers’ decisions, English skills, qualitative studyItem Restricted EXPLORING THE INTRINSIC AND EXTRINSIC FACTORS THAT INFLUENCE TEACHER MOTIVATION IN THE TEACHER APPRAISAL PROCESS: A CASE STUDY IN ONE NIS SCHOOL IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-04-16) Abilova, AlbinaWorldwide, the performance and efficacy of educational institutions are strongly impacted by teacher motivation. By implementing several reforms, such as the establishment of systems for evaluating the work of teachers, the Kazakh government has committed to raising the standard of education. In order to guarantee teacher effectiveness and professional development, the teacher appraisal process is essential. The purpose of the appraisal process is to improve the quality of instruction by giving teachers insightful feedback, pointing out their areas of strength, and emphasizing areas for improvement. Additionally, it acts as a mechanism for increased teacher motivation, which enhances methods of instruction and improves student learning results. This study explores the internal and external factors that affect teacher motivation at a Kazakhstani Nazarbayev Intellectual School (NIS) in the context of the teacher appraisal process. Even though teacher motivation is crucial in learning environments, little is known about its particular dynamics in the context of NIS. This study combines quantitative and qualitative methods for data collecting and analysis in order to examine teacher evaluation procedures at NIS. It provides light on the extrinsic and intrinsic aspects that influence teacher motivation during the appraisal process through a comprehensive investigation. This study is important because it can provide information to school administrators and educational policy makers on what influences teacher motivation, especially in the special setting of Kazakhstani NIS schools. Stakeholders may improve teaching techniques, improve the work environment, and subsequently enhance educational outcomes by being aware of and addressing these aspects. This study fills in a significant knowledge gap in Kazakhstani teacher evaluation practices and provides insightful information that can be used to enhance teacher motivation and evaluation procedures in educational institutions.Item Embargo THE ROLE OF MEDIUM OF INSTRUCTION IN FUNCTIONAL LITERACY IN KAZAKHSTAN: A COMPARATIVE, INFERENTIAL, AND VALUE-ADDED ANALYSIS(Nazarbayev University Graduate School of Education, 2024-05-21) Tlessov, AlisherThe medium of instruction has been a controversial issue in Kazakhstan as the two main mediums (Kazakh and Russian) have had unequal status due to a unique historical context. During the Soviet era, Kazakh medium schools faced severe restrictions and funding cuts, while Russian medium schools were deliberately prioritized and provided effective functioning. Although Kazakh medium schools have been supported since independence, the perceptions of inferiority surrounding the Kazakh sector may persist. Such perceptions may arise not only from Soviet ideologies but also from the Programme for International Student Assessment (PISA), which found that the Russian sector outperformed the Kazakh sector in functional literacy across all cycles. However, PISA has a major limitation as it is a one-time assessment. To offer a broader picture, this quantitative research utilized unique data from the Centre for Pedagogical Measurements (CPM), which conducted large-scale assessments on the same population of students and schools in April 2021 and January 2022, testing their reading, scientific literacy, and mathematical literacy proficiencies across several oblasts of Kazakhstan. Employing advanced educational modeling techniques, this research made three interconnected studies. The first comparative Rasch modeling study found that Russian medium students had significantly higher ability estimates at two time points. The second multilevel modeling study revealed that Russian medium predicts achievement in reading and scientific literacy and growth in achievement in reading literacy. While these studies found the superior performance of the Russian sector, the third VAM study found that some Kazakh medium groups significantly and practically added the highest value to students’ mathematical and scientific literacy abilities, while Russian medium groups added the lowest value to scientific literacy abilities. The research findings imply that while Kazakh sector may broadly need help in materials and resources, the Ministry of Education should provide targeted, research-based support for both mediums of instruction.Item Open Access PROMOTING INCLUSIVE PRACTICES: STRATEGIES FOR FACILITATING THE TRANSITION OF STUDENTS WITH SPECIAL NEEDS FROM HOME-BASED EDUCATION TO SCHOOL ATTENDANCE IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-04-18) Jubanova, GulzadaThis research delves into the strategies essential for easing the transition of students with Special Educational Needs (SEN) from home-based learning to attending school in Kazakhstan. It is grounded in a dynamic and subjective understanding of reality, which acknowledges reality’s social construction influenced by subjective consciousness and the objective world. This approach draws insights from Freire., Leon’ev and Vygotsky. Employing qualitative research, the study prioritizes participants' subjective experiences within their social contexts, guided by Bronfenbrenner's Ecological Systems Theory. Data collection involved semi-structured interviews with seven stakeholders, including a school administrator, teachers, parents of children with SEN within a single school, and an NGO representative. Thematic analysis using MAXQDA software revealed significant themes related to transition challenges and strategies, emphasizing collaborative efforts and consistent support mechanisms. Ethical considerations were paramount, ensuring participant rights and confidentiality. The research examines existing practices, identifies challenges, and analyzes historical approaches, stressing comprehensive guidance and support for parents. Findings, organized by Bronfenbrenner’s ecological model, highlight challenges at various levels and underscore the need for comprehensive support systems, stakeholder collaboration, and societal awareness for successful inclusion. The study offers insights to promote inclusive practices, proposing evidence-based strategies to enhance opportunities for all students. However, its main limitation lies in the small sample size and recruitment from a single school in the city, acknowledging potential variations in other schools within the same location. Furthermore, it is noteworthy that the school's director was new and relied on an experienced vice-director with extensive experience in the field.