LEARNING ENGLISH IN A NON-ENGLISH-SPEAKING ENVIRONMENT:

CHALLENGES AND REWARDS FOR AL-FARABI UNIVERSITY INTERNATIONAL STUDENTS

Learning a new language can be daunting, but for many university students, it is a challenge, especially in a non-English speaking environment. To succeed in learning English in a non-English speaking environment, students must approach it with dedication and a willingness to practice and study. This may mean seeking additional resources, such as conversation groups, tutors, or online learning tools, and extra time outside class. It may also mean stepping outside one's comfort zone and taking risks, such as speaking English with non-native speakers or attending events where not only English is spoken. Still, it challenges many students and al-Farabi University international students, respectively.

One of the most significant benefits of studying a language at the university level is the opportunity to immerse oneself in the language and culture. Many language programs offer study abroad options or international exchange programs. Al-Farabi University is a leader in the market of educational services for foreigners, among other educational institutions in Kazakhstan. That is why more and more people who want to get an education at al-Farabi University are Kazakhstanis and students from other countries. The university's educational programs have attracted over 5,000 international students from about 80 countries. The high positions of KazNU in the world rankings facilitate this. The presence of foreign youth demonstrates the relevance of the university and raises the prestige of Kazakhstani education and the state’s authority on the world stage.

The Department of Foreign Languages also significantly contributes to meeting students’ expectations.. In addition to conventional language classes, the department offers English learning opportunities through extracurricular activities. For example, English clubs or conversation groups may meet regularly to practice speaking and listening skills. These groups are often led by native speakers or advanced students, providing an opportunity to learn from those with more experience. However, language learning at KazNU also comes with its own set of challenges. One of the biggest challenges of learning English from a non-native speaker is understanding their pronunciation and grammar. Non-native speakers may have an accent or use grammatical structures different from native speakers. This can make it difficult for students to understand and communicate effectively. Here are the fragments of the talks with our international students from the Physics and Technologies Faculty on the challenges and rewards of studying English at al-Farabi University.

"One of the biggest challenges of learning English in a non-English speaking environment is the need for more exposure to the language," said Shir Agha Shahryar from Tajikistan."We have a few hours of English instruction per week and a few opportunities to practice speaking and listening outside the class. Additionally, we need to help understand English spoken by non-native speakers who speak with accents and use idiomatic expressions unfamiliar to international students."

Despite these challenges, many students find that learning English in a non-English speaking environment can be an enriching experience. For example, Yama Assel from Afghanistan claimed: "Learning English at KazNU was one of my life's most challenging and rewarding experiences. The classes were intense and demanding, but I learned so much and could apply what I learned during my study in Kazakhstan experience in Afghanistan. Communicating English in a non-English speaking country and navigating a different culture was truly transformative."

Rafiqullah Hamdardshared expresses a similar sentiment: "Studying English in a non-English speaking environment was challenging, but it was also advantageous because of the new experience. In addition to traditional language classes, the university offers language learning opportunities through extracurricular activities. These conversation groups meet regularly to practice speaking and listening skills. They are led by native speakers or sometimes advanced students, allowing participants to learn from those with more experience."

Similarly, Mustafa Rahime found his experience helpful. "Even though Kazakhstan does not use English, here we managed to artificially create conditions for immersion in the language environment. Firstly, most young people speak English well. In Kazakhstan, English is characterized as a means of social, economic, educational, and cultural development of society. An illustration of this is the "Trinity of Languages" project launched in 2007, in which English is assigned a special status - the language of integration into the world economy. Secondly, citizens of Kazakhstan are provided with high-quality Internet and home broadband Internet access networks. And this is great because such an Internet makes it easy to access e-books, newspapers, and magazines, listen to podcasts and music, and watch movies, shows and news from English-language sources. And thirdly, our English language teachers create an atmosphere of immersion in the atmosphere of the English-speaking environment in the classroom through the use of video materials, multimedia, and role-playing games in their work. In their classes, teachers insist that students talk more in English, and in this way, we learn vocabulary and grammar without memorizing rules and words. All students enjoyed the process and did not motivate themselves only because learning a language is necessary. The primary purpose of learning English is not only the formation and development of the communicative culture of people learning the language but also their training in practical mastery of the English language."

To succeed in learning English from a non-native speaker, Foreign languages department staff offer their students different teaching styles and methods. They bring their unique perspectives and experiences to the classroom. For example, they work on getting a deep understanding of the culture and language of their students' native language, which helps them tailor their teaching methods to be more effective. They are also empathetic to students’ challenges in learning English in a non-English-speaking environment, as they have likely experienced those challenges themselves. They proactively seek additional resources, such as conversation groups or online learning tools, to engage students for meaningful and productive learning.

Learning English from a non-native speaker can be challenging and rewarding. While it may require extra effort on the part of the student, it can also provide a unique opportunity for cultural understanding and empathy. Students can make significant strides in their English language skills by approaching the experience with an open mind and a willingness to learn.

 Jamila Dosmagambetova,

Candidate of Philosophical Sciences, Head of Foreign Languages Department, Al-Farabi Kazakh National University

 Perizat Yelubayeva,

candidate of pedagogical sciences, associate professor of the Foreign Languages Department, Al-Farabi Kazakh National University