EXPLORING KAZAKHSTANI UNDERGRADUATE STUDENTS’ ACADEMIC WRITING CHALLENGES AT AN EMI UNIVERSITY: A QUALITATIVE INQUIRY

Abstract

With academic writing in universities with English as a Medium of Instruction (EMI) is becoming increasingly prevalent internationally, students with different first languages sometimes struggle with this type of writing. Although several studies have investigated the academic writing difficulties encountered by international students, little or no research has examined the academic writing challenges faced by Kazakhstani undergraduate students. Thus, the current study has examined the academic writing experiences of Kazakhstani undergraduate students enrolled at an EMI university in relation to their academic writing challenges, the factors that cause their challenges, and the strategies they use to overcome them. A qualitative case study design employing semi-structured interviews was adopted for this research. Ten first-year undergraduate students majoring in humanities at one Kazakhstani EMI university participated in this study. The findings indicate that their academic writing challenges are caused by inadequacies in vocabulary, developing an argument, and grammar and formatting. This study also revealed several factors that are believed to cause these difficulties. These are insufficient prior language learning experiences and students’ insufficient interaction as writers with their instructors and lack of guidance. To address these challenges, students pointed to several remedial strategies including expanding their vocabulary, brainstorming, planning and organizing ideas, abandoning online dictionaries, good academic preparation, using IELTS writing structures, conducting peer feedback, and working with their instructor's feedback that enable them to overcome their academic writing difficulties. The findings of this research could contribute to the body of literature by addressing the gaps in previous academic writing challenges studies by focusing on students in Kazakhstan. It may also generate interest among scholars for further research in the field of EMI and encourage policymakers and educators to focus on the importance of academic writing in schools and to consider employing more native English speakers for academic writing classes.