Exploring University Students’ Investment, Strategic Language Efforts, and Future Vision for Learning German in Kazakhstan: A Phenomenographic Study

Abstract

Exploring University Students’ Investment, Strategic Language Efforts, and Future Vision for Learning German in Kazakhstan: A Phenomenographic Study The growing global interest in learning languages other than English (LOTE) has led to an increased focus on understanding learners’ motivations and experiences. However, in Central Asia, and particularly in Kazakhstan, research on language learning has mainly focused on English, leaving the study of LOTEs such as German relatively received scant attention. This study aims to respond to this gap by examining Kazakhstani undergraduate students’ experiences in learning German as an additional language. Applying a qualitative research design, the study was conducted at a Kazakhstani university offering a “Teaching Two Foreign Languages” program. Ten undergraduate students participated in narrative writing and semi-structured interviews to explore the factors shaping their investment in German, the challenges they encountered, and the language learning strategies (LLSs) they employed. The study was guided by Darvin and Norton’s (2015) model of investment and Oxford’s (1990) classification of LLSs, and the data were analyzed following Braun and Clarke’s (2013) thematic analysis approach. The findings revealed that students’ investment in learning German was shaped by four interconnected motivational factors: (1) educational and instrumental motivations; (2) the language ideology; (3) enjoyment of the language. The study also identified two main categories of challenges, namely linguistic and program related challenges. More specifically, linguistic challenges included grammatical complexity, listening comprehension difficulties, pronunciation, and limited vocabulary repertoire, while program-related challenges were associated with unsystematic teaching approaches and limited instructional support. However, despite these challenges, almost all participants demonstrated agency by employing a range of effective LLSs, particularly cognitive, metacognitive, and social strategies, as well as engaging with authentic materials and digital resources, including AI tools. Overall, the findings show the dynamic interplay between viii sociocultural factors, language ideologies, and learner agency in shaping students’ investment in German as a LOTE in Kazakhstan. From this qualitative study, several pedagogical implications and recommendations for further research are suggested, including improving German language teaching practices, integrating multilingual and strategy-based instruction, and expanding opportunities for academic mobility.