Exploring Kazakhstani Master’s Students’ Language Learning Experiences and Strategy Uses in an English-Medium University in Kazakhstan: A Qualitative Inquiry

Abstract

More than four decades have passed since the language learning strategy (LLS) concept was first highlighted by Joan Rubin (1975). Most previous LLS research was based on the cognitivist theoretical framework and conducted using survey tools that failed to capture language learners' “situated learning experiences” by focusing on the frequency and expressing their preferences for strategy use, rather than on its dynamic nature and development. Considering the above and the fact that no previous LLS research has been conducted in Kazakhstan, the present qualitative study represents the first empirical study that unravels a group of 11 masters students’ diverse linguistic and academic challenges, their strategic learning efforts and learning goals while attempting to improve their English proficiency and meet the demands of their academic program at one Kazakhstani English- Medium of Instruction (EMI) university. Using narrative writing and individual semi- structured interviews, the mediating role of various contextual conditions (e.g., teaching practices, level of parental involvement, peers’ mediation, and the availability of technologies) was examined according to the following research questions: 1) What are the particular patterns of learning strategies used by the participants? 2) What influenced the participants’ choices and use of strategies? The findings presented the nature of the participants’ strategy use and development as they responded to the changes in their learning goals, and described their past language learning experiences. Five main themes emerged from the interview data: “past language learning experiences”, “the influence of mediating social agents”, “the mediating role of objects”, “academic and linguistic challenges”, and “learning goals”. The pedagogical implications and possible research recommendations of this study suggest providing additional Academic English support for students enrolled in EMI programs to assist them in accomplishing their desired future vision.