STUDENT PERCEPTIONS OF ACADEMIC ENGLISH LEARNING IN A BLENDED LEARNING ENVIRONMENT: KAZAKHSTANI UNIVERSITY-BASED CASE STUDY

Abstract

This study explores graduate students’ perceptions of academic English learning within a blended learning environment at one of the Kazakhstani university. Using a qualitative case study design based on interviews with 20 participants, the research focuses on the key challenges students encounter–such as lack of instructors’ feedback, technological disruptions, and poor time management–and presents their recommendations for course improvement. Findings emphasize the need for systematic feedback, enhanced technical support, and structured professional development in time management.