TRANSITION FROM SECONDARY MAINSTREAM SCHOOLS TO EMI UNIVERSITY IN KAZAKHSTAN: UNPACKING UNDERGRADUATE YEAR ONE STUDENTS’ ENGLISH LANGUAGE SPEAKING ANXIETY AND THEIR STRATEGY USE

Abstract

English-medium instruction (EMI) has grown rapidly across non-English speaking countries, with increasing programs requiring students to engage with academic content in English. Among the four language skills, speaking is widely recognised as one of the most anxietyprovoking aspects of foreign or second language learning, especially in high-stakes academic settings. Although research on English-speaking anxiety has expanded in Kazakhstan, limited attention has been given to first-year undergraduate students who graduated from mainstream schools where English instruction was minimal. Moreover, there is a lack of research into the language learning strategies (LLSs) these students use to manage speaking anxiety. To address this lacuna, the present qualitative study, guided by Leontiev’s (1991) activity theory and Oxford’s (1990) LLSs classification, explores the experiences of first-year undergraduates at an EMI university in Kazakhstan, focusing on their English-speaking anxiety and coping strategies. The study aimed to answer the following research questions: What are the factors contributing to English-speaking anxiety among first-year undergraduate students transitioning from mainstream secondary schools to an EMI university? Why do these challenges arise, and what strategies do students use to cope? Data were collected from eight participants through narrative writing and semi-structured interviews and analysed using Clarke and Braun’s (2013) thematic analysis. Findings revealed that anxiety was shaped by linguistic factors (pronunciation and vocabulary gaps), psychological factors (low confidence, fear of mistakes, fear of negative evaluation), and environmental factors (limited speaking opportunities, lack of interaction with proficient speakers). Instructors, peers, and family members played key roles in either mitigating or viii exacerbating anxiety. Participants acted agentively, using various LLSs, including cognitive, metacognitive, affective, and social strategies, to reduce anxiety. The study offers pedagogical and policy recommendations for creating more inclusive and supportive EMI environments. It calls for future research on translanguaging, peer collaboration, and institutional practices that ease students’ transition into EMI settings.