A CORRELATION STUDY OF EMI TEACHERS’ ENGLISH PROFICIENCY LEVEL IN KAZAKHSTANI UNIVERSITIES AND THEIR ENGLISH DEVELOPMENT STRATEGIES

Abstract

This quantitative research study aims to find a correlation between the English proficiency level of English Medium Instruction (EMI) teachers at Kazakhstani universities and the strategies they put into practice to develop their English. Within the educational reform in Kazakhstan, facing growing attention toward the level of English proficiency among university instructors, this research becomes quite crucial due to its focus on the gap identified in EMI teacher language competencies and critical problems in the successful realization of EMI programs. This cross-sectional research, utilizing convenience and snowball sampling methods, examined the self-assessed English proficiency levels of 39 EMI teachers from six universities in Almaty, Astana, and Taraz. It identified the EMI teachers' most frequently applied language learning strategies in developing their language skills. The findings connoted that there were significant relationships between certain formal and informal learning strategies and high English proficiency levels among EMI teachers. More specifically, teachers who scored higher on English proficiency were more likely to take standardized tests, participate in standardized test preparation courses within formal strategies, and engage in social interaction and cultural immersion activities like visiting English-speaking countries and interacting with native speakers within informal strategies. The study added to the understanding of effective strategies in language development in the context of higher education in Kazakhstan. The findings of the study help guide policymaking and teacher professional development and give implications for further research in EMI contexts.