References
- Anderson, N. (2012). Metacognition: Awareness of language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 169–188). London: Palgrave Macmillan.
- Bailey, C. (2013). Negotiating writing: Challenges of the first written assignment at a UK university. In S. Sovic & M. Blythman (Eds.), International students negotiating higher education: Critical perspectives (pp. 190–209). London: Routledge.
- Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
- Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.
- Cohen, A. (2011). Strategies in learning and using a second language (2nd ed.). London, UK: Longman.
- Cohen, A. D. 2018. Moving from theory to practice: A closer look at language learner strategies. In R. L. Oxford, & C. M. Amerstorfer (eds.), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 31–53). London: Bloomsbury.
- Djuraeva, M. (2021). Multilingualism, nation branding, and the ownership of English in Kazakhstan and Uzbekistan. World Englishes, 41(1), 92–103. doi:10.1111/weng.12557
- Doiz, A., Lasagabaster, D., & Sierra, J. M. (Eds.). (2012). English-medium instruction at universities: Global challenges. Bristol, United Kingdom: Multilingual Matters.
- Dörnyei, Z. (2005). Psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.
- EF English Proficiency Index. (2020). A ranking of 100 countries and regions by english skills. https://www.ef.com/wwen/epi/ accessed 29 September 2021.
- Gao, X. (2007). Has language learning strategy research come to an end? A response to Tseng et al. (2006). Applied Linguistics, 28(4), 615–620. doi:10.1093/applin/amm034
- Gao, X. (2008). You had to work hard ‘cause you didn’t know whether you were going to wear shoes or straw sandals! Journal of Language, Identity & Education, 8(3), 169–187. doi:10.1080/15348450802237798
- Górska, W. (2013). Ways with writing: International students’ perspectives on responding to academic writing requirements in the UK higher education. In S. Sovic & M. Blythman (Eds.), International students negotiating higher education: Critical perspectives (pp. 190–209). London: Routledge.
- Grenfell, M. J., & Harris, V. (2017). Language learner strategies: Contexts, issues and applications in second language learning and teaching. London: Bloomsbury Publishing.
- Griffiths, C. (2018). The strategy factor in successful language learning (2nd ed.). Bristol, United Kingdom: The Tornado Effect.
- Hajar, A. (2018). Motivated by visions: A tale of a rural learner of english. The Language Learning Journal, 46(4), 415–429. doi:10.1080/09571736.2016.1146914
- Hajar, A. (2019). International students’ challenges, strategies and future vision: A socio-dynamic perspective. Bristol: Multilingual Matters.
- Hajar, A. (2021). Shifting learning strategies and future selves of Arab postgraduate students in Britain: A qualitative inquiry. Innovation in Language Learning and Teaching, 15(3), 233–246. doi:10.1080/17501229.2020.1739051
- Hajar, A., & Ait Si Mhamed, A. (2021). Investigating language identities of international postgraduate students in Britain: A qualitative inquiry. Journal of Multilingual and Multicultural Development, 1–17. doi:10.1080/01434632.2021.1946549
- Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and national interest: A Pakistani perspective. System, 41(2), 231–244. doi:10.1016/j.system.2013.01.025
- Karabassova, L. (2021). English-medium education reform in Kazakhstan: Comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553–573. doi:10.1080/14664208.2021.1884436
- Karabassova, L., & San Isidro, X. (2020). Towards translanguaging in CLIL: A study on teachers’ perceptions and practices in Kazakhstan. International Journal of Multilingualism, 1–20. doi:10.1080/14790718.2020.1828426
- Macaro, E. (2018). English medium instruction. Oxford: Oxford University Press.
- Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters.
- Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35, 307–321. doi:10.2307/3587650
- Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–414. doi:10.1017/S0261444811000309
- Ortega, L. (2009). Understanding second language and acquisition. London: Hodder Education.
- Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nded.). New York, NY: Routledge.
- Palfreyman, D. (2014). The ecology of learner autonomy. In G. Murray (Ed.), Social dimensions of autonomy in language learning (pp. 175–192). Basingstoke: Palgrave Macmillan.
- Reagan, T. (2019). Language planning and language policy in Kazakhstan. In A. Kirpatrick & A. J. Liddicoat (Eds.), The routledge international handbook of language education policy in Asia (pp. 442–451). London: Routledge.
- Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. doi:10.1080/03075079.2019.1590690
- Smailes, J., & Gannon-Leary, P. (2008). Have we got it right? A case study on international student views of inclusive teaching and learning at Northumbria. The International Journal of Management Education, 7(1), 51–60. doi:10.3794/ijme.71.214
- Smith, R., Kuchah, K., & Lamb, M. (2018). Learner autonomy in developing countries. In A. Chik, N. Aoki, & R. Smith (Eds.), Autonomy in language learning and teaching (pp. 7–27). London: Palgrave Pivot.
- Soruç, A., & Griffiths, C. (2018). English as a medium of instruction: Students’ strategies. ELT Journal, 72(1), 38–48. doi:10.1093/elt/ccx017
- Takeuchi, O. (2019). Language learning strategies: Insights from the past and directions for the future. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1–20). New York, NY: Springer Press.
- Thomas, N., Rose, H., Cohen, A. D., Gao, X. A., Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching, 55(3), 1–5. doi:10.1017/S0261444822000015
- Thomas, N., Rose, H., & Pojanapunya, P. (2021). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review, 12(2), 353–369. doi:10.1515/applirev-2019-0033
- Van Manen, M. (1997). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Albany: The Althouse Press.
- Yashima, T. (2009). International Posture and the Ideal L2 Self in the Japanese EFL Context.” In Motivation, Language Identity and the L2 Self, edited by Z. Dörnyei and E. Ushioda, 120–143. Bristol: Multilingual Matters.
- Yessenbekova, K. (2022). English as a medium of instruction in Kazakhstani higher education: A case study. Current Issues in Language Planning, 24(2), 1–19. doi:10.1080/14664208.2022.2043064
- Zhunussova, G., Cortazzi, M., & Jin, L. (2021). Roles and models of English teachers in Kazakhstan. World Englishes, 41(1), 104–114. doi:10.1111/weng.12558