-
2144
-
1203
-
869
-
782
-
671
International Students’ Engagement in Learning Languages Other Than English (LOTE) at an EMI University in Kazakhstan
DOI:
https://doi.org/10.30564/fls.v6i5.6990Abstract
In the context of the increasing internationalization of higher education, understanding how to effectively engage international students is crucial. Previous research mainly examined students’ motivation from various theoretical perspectives but none of the published studies specifically focused on international students’ engagement in learning Kazakh as a language other than English (LOTE). Thus, the aim of the article is to identify and analyze the factors that facilitate the engagement of international students in learning Kazakh as a LOTE at an English as a Medium of Instruction (EMI) university in Kazakhstan through an exploratory qualitative research design using semi-structured interviews with 12 participants. The findings reveal that such psychological constructs as growth mindset, sense of competence, grit, proactiveness, ownership, and external supportive learning environment are important in fostering successful language acquisition. Overall, the findings of this research extend the existing literature on LOTE with an evidence-based understanding of international students’ LOTE learning beliefs with individual–psychological perspectives on engagement with LOTEs. Such knowledge is necessary to draw a comprehensive landscape of international students’ LOTE learning to support their adaptation to the host university.
Keywords:
Languages Other Than English; LOTE; Language Learner Engagement; International Students; Kazakh LanguageReferences
[1] Kim, S., Zhang, C., 2022. Factors influencing Korean students’ choice of study abroad destination short-term and long-term by destination country. Asia Pacific Education Review. 23(1), 197–208.
[2] Gutema, D.M., Pant, S., Nikou, S., 2023. Exploring key themes and trends in international student mobility research—A systematic literature review. Journal of Applied Research in Higher Education. 16(3), 843–861.
[3] May, S., (Ed.) 2013. The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
[4] Hajar, A., Manan, S.A., (Eds.) 2024. Multilingual selves and motivations for learning languages other than English in Asian contexts. Multilingual Matters.
[5] Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1), 59–109.
[6] Ushioda, E., Dörnyei, Z., 2017. Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal. 101(3), 451–454.
[7] Gao, X., Zheng, Y., 2019. Multilingualism and higher education in Greater China. Journal of Multilingual and Multicultural Development. 40(7), 555–561.
[8] Han, Y., Gao, X., Xia, J., 2019. Problematising recent developments in non-English foreign language education in Chinese universities. Journal of Multilingual and Multicultural Development. 40(7), 562–575.
[9] Yu, W., Xu, H., 2023. Multilingual education policy and LOTE teacher development: Focusing on China’s LOTE programs in higher education. Education Sciences. 13(8), 844.
[10] Yang, P., 2020. Intercultural responsiveness: Learning languages other than English and developing intercultural communication competence. Languages. 5(2), 24.
[11] Gao, X., 2024. Foreword in Hajar, A., Manan, S.A. (Eds.). Multilingual selves and motivations for learning languages other than English in Asian contexts. Multilingual Matters.
[12] Hajar, A., Mhamed, A.A.S., Owusu, E.Y., 2024. African international students’ challenges, investment and identity development at a highly selective EMI university in Kazakhstan. Language and Education. 1–18.
[13] Mercer, S., 2019. Language learner engagement: Setting the scene. In Gao, X. (Ed.), Second handbook of English language teaching. Springer. pp. 643–660. DOI: https://doi.org/10.1007/978-3-030-02899-2_40
[14] Deci, E.L., Ryan, R.M., 2002. Handbook of self-determination research. University of Rochester Press.
[15] Mercer, S., Dörnyei, Z., 2020. Engaging language learners in contemporary classrooms. Cambridge University Press.
[16] Dweck, C.S., 2006. Mindset: The New Psychology of Success. Random House: New York, NY, USA.
[17] Duckworth, A.L., Peterson, C., Matthews, M.D., et al., 2007. Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology. 92(6), 1087.
[18] An, Zheng, 2024.
[19] Takahashi, C., 2024. Japanese Learners' LOTE Motivation and Persistence in Learning: Focusing on the Influence of English. In Hajar, A., Manan, S.A. (Eds.) Multilingual selves and motivations for learning languages other than English in Asian contexts. Multilingual Matters.
[20] Wang, T., Fisher, L., 2021. Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self. International Journal of Multilingualism. 20(2), 130–152. DOI: https://doi.org/10.1080/14790718.2020.1863412
[21] Jitpaiboon, J., Rungswang, A., Miyamoto, Y., 2024. Investigating Motivations of Learning Languages Other Than English: A Case of Learners of Japanese in Thailand. rEFLections. 31(1), 63–89.
[22] Reynolds, D., 2021. Reflections of (Dis)location: What is “Intercultural Communication” in Transnational Higher Education English-Medium Instruction? RELC Journal. 52(2), 253–269. DOI: https://doi.org/10.1177/00336882211017554
[23] Zhunussova, G., Tajik, M.A., Fillipova, L., et al., 2023. “I am a mixed person of Kazakh, Turkish and English”: Multilingual students’ identity in EMI universities in Kazakhstan. System. 119, 103159.
[24] Kojima, N., Fukui, H., 2024. L2 English and L3 Japanese motivation, international posture, and success of students in an English-medium instruction (EMI) program at a Japanese University. Journal of Multilingual and Multicultural Development. 1–17.
[25] Mercer, S., 2011. Language learner self-concept: Complexity, continuity and change. System. 39(3), 335–346.
[26] Ushioda, E., 2011. Motivating Learners to Speak as Themselves. In Murray, G., Gao, X., Lamb, T. (Eds.) Identity, Motivation and Autonomy in Language Learning. Multilingual Matters. pp. 11–24. DOI: https://doi.org/10.21832/9781847693747-003
[27] Wu, X., Liu, Y., 2023. Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China. Applied Linguistics Review. 14(5), 1253–1281. DOI: https://doi.org/10.1515/applirev-2021-0074
[28] Braun, V., Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3(2), 77–101.
[29] Dornyei, Z., 2013. The psychology of second language acquisition. Oxford University Press.
[30] Lamb, M., 2011. Future Selves, Motivation and Autonomy in Long-Term EFL Learning Trajectories. In Murray, G., Gao, X., Lamb, T. (Eds.) Identity, Motivation and Autonomy in Language Learning (pp. 177–194). Multilingual Matters. DOI: https://doi.org/10.21832/9781847693747-013
[31] Mercer, S., Ryan, S., 2010. A mindset for EFL: Learners’ beliefs about the role of natural talent. ELT Journal. 64(4), 436–444.
[32] Duckworth, A.L., Quinn, P.D., 2009. Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment. 91(2), 166–174.
[33] Little, D., 2007. Language learner autonomy: Some fundamental considerations revisited. International Journal of Innovation in Language Learning and Teaching. 1(1), 14–29.
[34] Umino, T., 2024. Exploring International Students' Experiences of Learning Japanese in Japan through Multimodal Language Learning Histories. In Hajar, A., Manan, S.A. (Eds.) Multilingual selves and motivations for learning languages other than English in Asian contexts. Multilingual Matters.
[35] Mukhamejanova, D., 2019. International students in Kazakhstan: A narrative inquiry of human agency in the process of adaptation. International Journal of Comparative Education and Development. 21(3), 146–163.
[36] Zhang, X., Huang, Y., Liu, Y., 2022. Enhancing language task engagement in the instructed language classroom: Voices from Chinse English as a foreign language students and teachers. International Journal of Chinese Education. 11(2). DOI: https://doi.org/10.1177/2212585X221097718
[37] Abnassyrova, R., Mubarak, N., Ordabekova, Kh., Turumbetova, Zh., Mukhamadi, K., 2024 (forthcoming). Scientific and methodological foundations of open educational platform employment in language teaching. Scientific Herald of Uzhhorod University.
[38] Knight, J., 2012. Concepts, rationales, and interpretive frameworks in the internationalization of higher education. The SAGE handbook of international higher education. pp. 27–42.
Downloads
How to Cite
Issue
Article Type
License
Copyright © 2024 Gulnissa Zhunussova, Raikhan Abnassyrova, Dana Mukash
This is an open access article under the Creative Commons Attribution 4.0 International License.