AN INSTRUCTIONAL DESIGNER INVESTIGATION OF EFL LEARNING CHALLENGES AMONGST A GROUP OF YOUNG PROFESSIONALS AND HIGHER EDUCATION STUDENTS IN KAZAKHSTAN

Abstract

Despite that the English language has been actively introduced into different fields, there are various challenges that are associated with the successful implementation of English in Kazakhstan. The purpose of this study was to examine what challenges higher education students and professional adults experienced in their process of learning English as a foreign language, so I could propose guidelines for a conceptual instructional design framework that can be used by English language educators in Kazakhstan. Following my methodology design, I conducted semi-structured interviews and document analyses that served as a basis for my online survey questions. After I collected and analyzed all the data, I triangulated the findings and defined several of the most dominant English language learning challenges. These challenges referred to: (1) insufficient opportunities to practice or use English language; (2) lack of contact with native English language speakers to master speaking skills; (3) an overwhelming emphasis on grammar in language courses and programs, and (4) high cost of English language courses and programs. The study results offered me insights to create general English language learner profiles for Kazakhstani higher education student and professional adult groups and provided recommendations for a potential English language learning program that would be specifically designed for Kazakhstani English language learners. After I synthesized and integrated the study results, I developed three guidelines for an instructional design framework to teach English language in Kazakhstan. These guidelines were: (1) create an equal balance between the grammatical component and other language components within each lesson; (2) design instruction that has observable tangible learning objectives and is relevant to learners’ personal and professional lives, and (3) provide frequent opportunities for learners to practice their speaking skills. To enrich each guideline, methods and strategies are offered that are supported by the scholarly literature.