CHALLENGING OF FOREIGN LANGUAGE LEARNING IN PRIMARY SCHOOL IN KAZAKHSTAN

Abstract. As Kazakhstan seeks to boost its global presence and ability to compete internationally, teaching foreign languages has become a key focus of the country's efforts to improve education. Although English classes start in the third grade and there is a growing focus on speaking multiple languages, elementary schools still struggle with problems that hinder successful early language learning. This paper looks at the main problems that affect how well young students in Kazakhstan learn foreign languages, such as how good the teachers are, what teaching materials are available, how teaching is done, what the classrooms are like, and social and cultural influences. The study uses current education rules, classroom observations, and results from studies done in Kazakhstan and other countries. The data suggests that not enough teachers are properly trained, there are not enough modern teaching tools, classes are too big, and not everyone can easily use digital devices, which all significantly impede good teaching. Additionally, because students do not often hear or use the language outside of school, teaching focuses too much on grammar, and parents are not involved enough, students have fewer chances to truly communicate and stay interested over time. Recognizing these issues is vital for coming up with useful plans to help young language learners and make foreign language education better in Kazakhstan. This paper gives suggestions for government officials, teachers, and researchers to help build a learning atmosphere that is more helpful, fair, and focused on communication.

Keywords: difficulties, learning, foreign language, primary school, Kazakhstan.

Introduction. Kazakhstan's school system has changed a lot recently, especially when it comes to helping kids learn foreign languages well from a young age. As part of the country's plan to teach people three languages, English is seen as a key way to talk to people around the world, work with other countries, and learn new things. Starting to teach English in the third grade shows that the government wants to create a generation that can speak several languages and take part in what's happening worldwide. But, even though the government really supports this idea and people want to learn English, elementary schools all over Kazakhstan still face problems that make it hard to teach foreign languages well to young kids.

Elementary school is usually thought of as a really important time to learn languages because kids' brains are flexible, they're naturally curious, and they can learn new sounds and language rules more easily than older students. At the same time, teaching foreign languages to young kids means using special ways of teaching, having well-trained teachers, and having classrooms with good resources. In Kazakhstan, many schools – especially in the countryside and more isolated places – still have a hard time creating the kind of helpful place that kids need to learn languages well. This difference between what the government wants and what's actually happening in classrooms has led to some tough problems that we need to study carefully.Additionally, "Learning English in Kazakhstan can be challenging for students, as many still rely on their first language in the classroom. Beisenbayeva (2020) found that secondary school students often use Kazakh or Russian due to low self-confidence, fear of criticism, and limited opportunities to practice English, highlighting the need for more supportive and English-rich learning environments."

A significant challenge is linked to how well elementary teachers know the language and how prepared they are to teach. According to Yelubayeva et al. (2023) highlight that “Language education in Kazakhstan faces challenges such as rigid curricula, limited resources, insufficient teacher training, and low student engagement, and stress that comprehensive reforms are needed to support sustainable development goals." Even though the lesson plans call for teaching that involves talking, working together, and focusing on the kids, a lot of teachers still use old-fashioned ways because they haven't had enough training or aren't good enough with the language. Because of this, classes frequently focus on remembering words and grammar rules instead of truly talking to each other. Another ongoing problem is that teaching supplies and technology are not shared equally. Schools in cities usually have smartboards, online books, and programs for learning languages, but many schools in the countryside have to use old or missing materials. This difference in technology changes how good and different the learning activities are that teachers can provide.

The learning environment in classrooms also makes things hard for young students. Big classes, which sometimes have more than 20 students, mean that students don't get as many chances to practice on their own and that teachers and students don't talk to each other as much. In these situations, students might not participate as much and might not be able to feel confident or get better at speaking and listening well. Also, because kids don't get to hear or use English outside of school, many of them don't have the chance to hear or use the language in real situations, which makes it harder for them to stay interested and motivated.

Methodology. This section details the methodological approach implemented to explore the hurdles encountered by young students as they learn a second language—specifically English—in primary schools located in Kazakhstan. It specifies the research strategy, the standards used for selecting participants, the instruments employed to gather data, and the methods for collecting information pertaining to the students' educational journey. The meticulous application of these methodological elements guarantees both the authenticity and consistency of the study's conclusions.

The selection of participants adhered to the following requirements for inclusion: Enrolled primary school pupils in Grade 3  at the participating public school situated in Kazakhstan. Pupils who are presently learning English as a component of the standard national educational program. Pupils were excluded based on the following criteria: A convenience sampling approach was utilized. The research was conducted in a single rural public primary school found in southeastern Kazakhstan. All students enrolled in Grade 3  given an invitation to participate. A total of 20 pupils were contacted, with 15 of those pupils successfully completing the questionnaire, which resulted in a participation rate of 75%. Involvement was based on voluntary participation and self-selection.

The Kazakh Ablai Khan University of International Relations and World Languages carefully reviewed and gave its approval to the study plan. Ethical guidelines for conducting studies involving minors were rigorously upheld. Written permission was secured from parents or legal guardians, and students supplied written assent prior to engaging in the study. No monetary rewards or other types of inducements were provided. All collected responses were kept anonymous, and no private data that could be used to identify anyone was gathered. Data gathering happened in November of 2025 on the school grounds during a typical school day. The survey was conducted within the classroom during an allocated time slot that was mutually decided upon in collaboration with the school's administration. The pupils completed the survey on their own using paper, and they had the choice to ask for clarification if necessary. The amount of time needed to finish ranged from 20 to 25 minutes. Given that the research involved a single group completing a questionnaire that was not invasive, masking (blinding) was not relevant. Both the students and the person in charge of the research were fully aware that the study's primary emphasis was on challenges encountered while learning English. Primary Instrument: 12-Item Questionnaire. For the explicit objectives of this research, a specialized questionnaire was designed, drawing upon global research pertaining to the early stages of foreign language acquisition, the psychology of young students, and the obstacles to education that are seen in primary school settings. The instrument was composed of: 4 questions regarding demographics,12 questions evaluating perceived difficulties in the process of acquiring English. The questions were made to find out the main problems students face when learning English. These problems were grouped into five categories:

-Linguistic obstacles: For example, difficulty understanding spoken English and trouble remembering new words.

-Psychological and emotional obstacles: Such as feeling shy or being afraid to speak in class.

-Teaching and classroom obstacles: For example, crowded classrooms or not getting enough feedback from the teacher.

-Resource and technology obstacles: Like not having enough books, pictures, or audio materials to help with learning.

-Home environment and exposure: For example, not having a chance to practice English at home.

Result. This section details the results derived from the distributed survey, with a focus on the problems encountered by elementary students as they learn English. The statistical summaries and measurement qualities of the assessment tool are documented.A group of 15 students participated in this research. Table 1 provides a breakdown of the sample’s background traits.

Table 1.

Demographic Characteristics of Participants (N = 15)

Table 2. presents the descriptive statistics for students’ responses to the 12-item questionnaire assessing various types of learning challenges. Responses were rated on a 5-point Likert scale (1 = never, 5 = always).

Table 2.

Descriptive Statistics of Perceived Challenges (N = 15)

Interpretation:

Students reported the greatest challenges in linguistic obstacles (e.g., understanding spoken English and remembering vocabulary) and home environment/exposure. Resource limitations were the least frequently reported obstacle.The reliability of the 12-item questionnaire was assessed using Cronbach’s alpha, which measures internal consistency.

Table 3.

Values

Interpretation: The questionnaire was reliable, with a Cronbach’s alpha of 0.82, which means the questions measured students’ challenges consistently. Each category of questions (subscale) also showed good reliability, with alpha values of 0.68 or higher. This shows the survey is a valid tool for finding out the difficulties young students face when learning English.-The open-ended question showed similar results. Students often mentioned:-Trouble remembering English words.-Being afraid to speak in front of the class.-Not having chances to practice English at home.-Difficulty understanding the teacher during lessons.These answers match the trends from the Likert-scale questions, confirming that the main challenges reported by students are consistent across different types of questions.

Discussion. This research delved into the problems encountered by elementary students in Kazakhstan's countryside as they learned English. The outcomes indicated that difficulties with language, like grasping spoken English and recalling new words, were the biggest hurdles. Mental and emotional aspects, notably a reluctance to speak, also had an impact on their learning. Problems in the classroom and a lack of resources were cited less often, but minimal contact with English outside school was a significant impediment. The survey had a high level of dependability (Cronbach’s α = 0.82), showing it reliably measured students’ views of the problems they faced.The outcomes demonstrate that language skills and the home environment both greatly impact learning English. Mental blocks suggest that self-assurance and a readiness to engage are extremely important for learning a language, which backs up earlier research that emphasized how a student's feelings play a part (MacIntyre, 1999). The somewhat difficult teaching methods suggest that big classes or not enough feedback from the teacher might cut down on individualized help, which is in line with what Al-Mekhlafi and Nagaratnam (2011) discovered.These results match earlier research done in Central Asia, which points out that language difficulties and little exposure at home are major obstacles in the countryside (Rakhmanova, 2020). Mental and emotional stumbling blocks match global studies on how much things like drive, worry, and self-belief matter when learning a language early on (Lightbown & Spada, 2013).

The research was done in just one rural school using a sample group that was easy to get, which makes it hard to apply the findings broadly. The data depended on what students said about themselves, which could bring in prejudice, and it centered only on students who had studied English for less than a year .Future studies need to look at many schools in both rural and urban areas and watch students over time. Research on treatments that test ways to make the most of home exposure, using technology, and building students' confidence could help get past the problems that have been found.

Conclusion. This investigation centered on the challenges encountered by third-grade pupils who were new to learning English in a rural elementary school in Kazakhstan. The findings clearly reveal that young learners grapple with a combination of linguistic, psychological, environmental, and pedagogical difficulties, which impede their initial advancement in acquiring a second language. Among all the explored domains, language-related challenges, notably comprehending spoken English and remembering new vocabulary, surfaced as the most prominent concerns. The limited exposure to spoken English outside of the classroom exacerbated these challenges, highlighting the necessity for consistent language immersion to foster self-assurance and communicative proficiencies in young students. The outcomes derived from this inquiry reinforce antecedent investigations conducted both within Kazakhstan and on a global scale. Existing research underscores the importance of proficient instructors, modern teaching methodologies, and ample resources for the efficacious instruction of languages to young learners. Despite the research being confined to a single rural school and a limited cohort of students, its results furnish valuable insights into the intricacies of foreign language instruction within Kazakhstan's primary educational framework.

To attain enhanced outcomes for young learners, educational institutions and policymakers ought to prioritize the enhancement of teacher education, the augmented accessibility of learning provisions, and the establishment of avenues for external English immersion and practical utilization. Engaging parental participation, integrating technology into the classroom setting, and adopting captivating teaching strategies can facilitate students in cultivating more robust linguistic capabilities and fostering heightened motivation. Addressing these interconnected challenges is of paramount importance in cultivating a more conducive, equitable, and communicative milieu for Kazakhstan's youngest pupils to acquire proficiency in foreign languages.