Teachers’ Perception of the Factors Influencing EnglisLanguage Use in EMI Science Classroom: A Qualitative Study

Abduldayev Y. Zhussipbek T. Nurymbetov Y. Nogaibayeva A.
June 2024 Kazan Federal University

Education and Self Development
2024 #19 Issue 2 10 - 22 pp.

This article explores the factors that affect the extent of students English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teachers language skills and methods affect students English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students English language usage in science subjects, ultimately improving their comprehension and academic performance.

English language , English Medium Instruction (EMI) , teacher factors , teacher professional development , thematic analysis

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Suleyman Demirel University, Almaty, Kazakhstan
Karaganda University of the name of academician E.A. Buketov, Karagandy, Kazakhstan

Suleyman Demirel University
Karaganda University of the name of academician E.A. Buketov

10 лет помогаем публиковать статьи Международный издатель

Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026