Graduate students’ perceptions about EMI in HEIs of Kazakhstan

Abstract

Since the English language is the lingua franca of academia and research, English Medium Instruction (EMI) implementation has become a necessary requirement at secondary and tertiary education levels in many countries. Kazakhstan is no exception. The number of higher education institutions (HEIs) that have adopted EMI in their undergraduate and graduate programs has increased significantly since Kazakhstan gained its independence. However, despite an increasing emphasis on EMI, the vast majority of faculty and students in Kazakhstani HEIs face numerous challenges in academic reading and writing in English. Using an online survey of graduate students in 10 Kazakhstani universities, this study investigates the students’ perceptions about EMI and how these perceptions may correlate—if at all—with their gender, age, and previous academic degrees. This study found that participants’ perceptions of EMI and usage of local languages during EMI sessions differed based on their gender, age and degree. For example, the graduate students in the 18–26 age group considered the English language more important for their academic and future professional career than other age groups. Similarly, a statistically significant difference is found in the perceptions of Master and PhD degree holders. These results offer valuable insights into graduate students' learning process in an EMI context.