Nazarbayev University Repository is an institutional electronic archive for long term storage, accumulation and provision of long-term and reliable open access to scientific research results and intellectual products of the academic community of Nazarbayev University associated with them.
Recent Submissions
ADAPTING TO LEARNER’S COGNITIVE DIFFERENCES USING REINFORCEMENT LEARNING
(Nazarbayev University School of Engineering and Digital Sciences, 2023) Nurgazy, Symbat; Issa, Ilyas; Kassymbekov, Saparkhan; Kuangaliyev, Zholaman
The Evaluation of Challenges of Youth in Kazakhstan and Piloting Innovative Solutions
(2024-01-01) Sagintayeva, Aida; Ibrasheva, Alima; Yedgenov, Bauyrzhan; Yelubayeva, Galiya; Tyutyunnikova, Marina; Akpayeva, Aliya; Jumakulov, Zakir; Sagintayeva, Aida
In the ever-evolving landscape of youth development and social policy, the issue of NEET youth—those not in education, employment, or training—presents a critical challenge that demands thoughtful analysis and innovative solutions. Over the last two decades, Kazakhstan has made substantial strides in addressing this concern, witnessing a commendable reduction in the number of NEET youths from 18.6% in 2001 to 6.3% in 2022. The government's dedication to shaping policies that facilitate the socialization, employment, and education of young individuals is evident in the extensive programs implemented to provide holistic support, from free education to mentorship initiatives. Through a combination of qualitative methods, literature reviews, and groundbreaking experiments in experimental economics—both in laboratories and field settings—the researchers delve deep into the challenges faced by NEET youth in Kazakhstan. The inclusion of innovative approaches, particularly in Central Asia, the Caucasus, and Eastern Europe, sets a pioneering precedent for future studies in the region.
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) Ulpan Nurlan
Master’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.
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, Mariya
Speaking 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-method
FINAL PROJECT REPORT DOCUMENT– SPRING 2024
(Nazarbayev University School of Engineering and Digital Sciences, 2024-05-20) Duzelbay, Alisher; Bakkali, Nurseiit; Issa, Yeldar; Serikbayev, Yermakhan; Bulatov, Yernur
The NU Life Hub project aims to address the fragmentation of information and resources for Nazarbayev University (NU) students by offering a centralized platform designed specifically for their needs. The project addresses students' challenges in finding and participating in campus activities, accessing a convenient marketplace to fulfill their needs, and staying informed about various campus events. The NU Life Hub solution will be a comprehensive platform that combines event management, marketplace, and community engagement functions to improve the overall university experience.
During the project, extensive research was conducted to understand existing solutions and approaches to address similar challenges university communities face. This analysis informed the design and development of the NU Life Hub, ensuring that best practices were embedded into the platform and critical challenges were effectively addressed.