Underpinned by a sociocultural standpoint on language learning, the present project aims to capture not only the difficulties that grade 11-12 students at five Nazarbayev Intellectual Schools (NIS) face while studying through EMI, but also their underlying English language learning motivations and associated strategy uses. Participants’ future visions related to their multilingual identity construction and development will be examined as well. In this sense, the mediating role of various different contextual conditions (e.g. teachers’ teaching practices and nationality, parents’ level of involvement, assessment mode, peers’ mediation and the availability of technological tools) will be particularly explored in this project. The study will adopt a mixed-methods approach, using two questionnaires (a quantitative method) and semi-structured individual interviews (qualitative methods). This triangulation of research methods would give the study findings validity, together with empowering the students to exercise their agency by articulating and sharing their own experiences and feelings towards the phenomenon under study.
|Short title||English Language Motivation, Strategies and Future Selves|
- Ideal multilingual self
- English language learning motivation
- language learning strategies
- Nazarbayev Intellectual Schools
- A mixed-methods approach