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Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty

Teaching and learning of English as a spoken language in English as a Foreign Language (EFL) still remains a major concern in Asian context as evident from recent studies. The situation is similar in Central Asian classrooms where it received little attention. Specifically, this study investigates a...

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Main Authors: Tuspekova, Almagul, Rosniah Mustaffa,, Kemboja Ismail,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2020
Online Access:http://journalarticle.ukm.my/15141/1/36356-122786-2-PB.pdf
http://journalarticle.ukm.my/15141/
http://ejournals.ukm.my/3l/issue/view/1258
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spelling my-ukm.journal.151412020-09-08T01:57:12Z http://journalarticle.ukm.my/15141/ Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty Tuspekova, Almagul Rosniah Mustaffa, Kemboja Ismail, Teaching and learning of English as a spoken language in English as a Foreign Language (EFL) still remains a major concern in Asian context as evident from recent studies. The situation is similar in Central Asian classrooms where it received little attention. Specifically, this study investigates a classroom in a local public school in Kazakhstan through the lens of a teacher and the students during speaking activities. A case study qualitative approach was employed using interviews, classroom observations, and document analysis as data collection methods. In total, 21 individual interviews and 30 hours of classroom observations were conducted and recorded. Analyses and interpretations of data show that firstly the speaking activities lack in negotiation of meaning as they are predominantly aimed at predetermined monological performance-based speech. Secondly, out-of-school learning was prevalent among the majority of students at private learning centres. Also, self-learning at home was practiced by male students via interacting with foreign players in online video games and by female students via watching English movies. Thirdly, classroom interactions were accountable in facilitating and inhibiting the practice of speaking. Finally, there was a mismatch between the perceptions of the teacher and the students on the challenges of the speaking practice. The teacher indicated insufficient teaching hours and students’ limited background knowledge, while the students emphasised the teacher’s unwillingness to use English as a language of instruction and to practice impromptu speech in class. In summary, the findings highlight some of the apprehensions faced by the teacher and the students which reveals the current English speaking practice in Kazakhstani classroom. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/15141/1/36356-122786-2-PB.pdf Tuspekova, Almagul and Rosniah Mustaffa, and Kemboja Ismail, (2020) Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 26 (1). pp. 171-183. ISSN 0128-5157 http://ejournals.ukm.my/3l/issue/view/1258
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Teaching and learning of English as a spoken language in English as a Foreign Language (EFL) still remains a major concern in Asian context as evident from recent studies. The situation is similar in Central Asian classrooms where it received little attention. Specifically, this study investigates a classroom in a local public school in Kazakhstan through the lens of a teacher and the students during speaking activities. A case study qualitative approach was employed using interviews, classroom observations, and document analysis as data collection methods. In total, 21 individual interviews and 30 hours of classroom observations were conducted and recorded. Analyses and interpretations of data show that firstly the speaking activities lack in negotiation of meaning as they are predominantly aimed at predetermined monological performance-based speech. Secondly, out-of-school learning was prevalent among the majority of students at private learning centres. Also, self-learning at home was practiced by male students via interacting with foreign players in online video games and by female students via watching English movies. Thirdly, classroom interactions were accountable in facilitating and inhibiting the practice of speaking. Finally, there was a mismatch between the perceptions of the teacher and the students on the challenges of the speaking practice. The teacher indicated insufficient teaching hours and students’ limited background knowledge, while the students emphasised the teacher’s unwillingness to use English as a language of instruction and to practice impromptu speech in class. In summary, the findings highlight some of the apprehensions faced by the teacher and the students which reveals the current English speaking practice in Kazakhstani classroom.
format Article
author Tuspekova, Almagul
Rosniah Mustaffa,
Kemboja Ismail,
spellingShingle Tuspekova, Almagul
Rosniah Mustaffa,
Kemboja Ismail,
Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
author_facet Tuspekova, Almagul
Rosniah Mustaffa,
Kemboja Ismail,
author_sort Tuspekova, Almagul
title Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
title_short Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
title_full Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
title_fullStr Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
title_full_unstemmed Understanding English speaking practice in public schools in Kazakhstan: a case study in Almaty
title_sort understanding english speaking practice in public schools in kazakhstan: a case study in almaty
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2020
url http://journalarticle.ukm.my/15141/1/36356-122786-2-PB.pdf
http://journalarticle.ukm.my/15141/
http://ejournals.ukm.my/3l/issue/view/1258
_version_ 1677782244489428992
score 13.211869

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