Navigating undergraduate students’ (dis)investments, language learning strategies, and future vision for learning Chinese in Kazakhstan
Hajar A.
2026Routledge
Language, Culture and Curriculum
2026#39Issue 161 - 80 pp.
This qualitative study explores the experiences of 10 Kazakhstani undergraduate students learning Chinese as a fourth or fifth language. Drawing on narrative writing and semi-structured interviews, it examines their beliefs about the Chinese language and people, their investment or disinvestment in learning Chinese, their language learning strategies (LLSs), and their future visions for LOTE learning in Kazakhstan. The findings reveal that exposure to the Chinese language, history, and culture helped participants challenge common stereotypes, fostering more positive perceptions of China and its people. Most participants were pragmatically motivated, aiming to improve their Mandarin proficiency to secure scholarships for graduate study in China, enhance career opportunities, and contribute to their country. They exercised agency by adopting several voluntary strategies (i.e. largely internalised within the self) to achieve their desired identities. However, some experienced disinvestment due to gendered family expectations and limited opportunities to practise Chinese, often linked to insufficient instructional time. The study highlights the need for further research on national interest and near-peer role models as motivational constructs in LOTE learning. It also underscores the potential of language learning to promote peacebuilding and intercultural understanding, while calling attention to structural and gender-related barriers that may hinder learners’ engagement.
identity development , Kazakhstan , language investment , Languages other than English (LOTEs) , learning Chinese
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Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Graduate School of Education
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Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026