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The disparity in the quality of foreign language education between urban and rural secondary schools in Kazakhstan has become increasingly prominent in recent years. Despite the national goal of achieving B2-level proficiency, students in rural areas often encounter obstacles that impede their language learning progress. These challenges stem from factors such as limited access to qualified teachers, inadequate resources, socioeconomic disadvantages, and geographic isolation. Although previous researchers have recognized these factors, there remains a gap in understanding the perspectives of English as a foreign language (EFL) teachers regarding the quality of language education. To fill this gap, this study’s authors aim to explore the perspectives of EFL teachers in both urban and rural schools. Employing a mixed-method research design, the researchers integrate quantitative and qualitative approaches through surveys and semi-structured interviews. They administer a quantitative survey online with 524 participants, comprising 313 urban teachers and 211 rural teachers. Additionally, they conduct 20 individual semi-structured interviews with EFL teachers from secondary schools in Kazakhstan. The authors investigate six key components of the language educational environment that influence EFL teaching quality: 1) linguistic (teachers’ language proficiency), 2) sociopsychological (teacher–student interaction), 3) methodical (teachers’ professional development), 4) information and communication (ICT knowledge), 5) intercultural (teachers’ intercultural competence), and 6) managerial (teachers’ involvement in school administration). By conducting qualitative analysis of interviews and quantitative analysis of survey data, the researchers elaborate on characteristics of these components of the educational environment that may underlie the observed disparities in language learning outcomes.
Gerfanova et al. (Fri,) studied this question.