English speaking learning experiences among Kazakhstani EFL students

Tuspekova Almagul (P85708)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497874

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DC Field	Value	Language
dc.contributor.advisor	Rosniah Mustaffa, Assoc. Prof. Dr.	-
dc.contributor.author	Tuspekova Almagul (P85708)	-
dc.date.accessioned	2023-10-13T08:13:32Z	-
dc.date.available	2023-10-13T08:13:32Z	-
dc.date.issued	2021-09-14	-
dc.identifier.other	ukmvital:127415	-
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/497874	-
dc.description	English is not widely spoken in many Kazakhstani classrooms which raises concern over students' lack of overall oral proficiency. Despite the government's efforts to introduce communicative approach in teaching English at schools, students' speaking ability still remains unresolved. This study was initiated to address this continual issue hence to investigate the speaking activities among Kazakhstani EFL students by understanding their learning experiences. Using the Sociocultural Theory to frame the study, speaking activities were viewed as a social process which unfolded in two entities: the school setting and the outside school setting. Qualitative methodology was employed to collect the data which comprised three sources of data collection: observations and interviews as primary sources and documents as secondary. In total, 30 hours of English lessons in three Grade 9 classes were observed over a four-month period; 21 students and 1 teacher were interviewed individually. The data were analysed using thematic and document analyses. Three major findings showed that; firstly, consideration of both classroom reality and outside school reality is important in understanding students' EFL speaking learning experiences as together they form a unified developmental zone of learning opportunities. Secondly, although classroom learning lacks interactive English speaking experiences, it has features of a socially mediated process in which social interactions become instrumental in making learning happen. Thirdly, within the outside school setting students take a more active and participatory role in English language learning by engaging in private tutorials and self-learning via digital tools. The study suggests that it is imperative to recognise weaknesses of classroom learning and consider the value of outside school activities in findings solutions for the improvement of learning experiences among students. It argues that increasing attention to out–of–school activities and deepening understanding of the relationship between classroom learning and outside school learning can contribute to a more dynamic and expansive view on English language learning. It recommends that educators should consider bridging classroom and out–of–school learning experiences among students and for this further research is needed. The empirical results of this study provide baseline data on students' English speaking experiences and thus can serve as a guide for the stakeholders for the purpose of transforming teaching and learning of speaking in the Kazakhstani schools,Ph.D	-
dc.language.iso	eng	-
dc.publisher	UKM, Bangi	-
dc.relation	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan	-
dc.rights	UKM	-
dc.subject	English language -- Teaching and learning	-
dc.subject	English language -- Kazakhstan	-
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations	-
dc.subject	Dissertations, Academic -- Malaysia	-
dc.title	English speaking learning experiences among Kazakhstani EFL students	-
dc.type	Theses	-
dc.format.pages	321	-
dc.identifier.barcode	006507(2021)	-
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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