Mixed Learning Environment for Learning English as a Foreign Language: The Post-COVID Kazakh Context in the Central Asia

Abstract

The COVID-19 pandemic considerably reshaped higher education, prompting universities worldwide to expand their reliance on online and blended modes of teaching and learning. This study investigates students’ experiences, preferences, and perceived effectiveness of mixed learning environments in the post-pandemic context of Kazakhstan. A quantitative cross-sectional design was employed, involving 515 undergraduate students from three universities in Astana. Data was collected through a structured online questionnaire and analyzed using descriptive statistics and Pearson’s Chi-square tests. The findings indicate that while 42.5% of students prefer traditional face-to-face instruction due to higher motivation and interaction, a majority (50.7%) favor blended learning as it combines flexibility with instructional effectiveness. Only six to seven% of respondents support online learning. Furthermore, 74.8% of students expressed a preference for retaining online elements particularly recorded lectures within future teaching models. A statistically significant relationship was observed between age and learning preferences (χ² = 106.9, p < .001), with younger students showing stronger inclination toward blended learning. The results suggest that blended learning represents a sustainable and pedagogically effective model for post-COVID higher education in Kazakhstan. The study highlights the need for institutional investment in digital infrastructure, faculty training, and inclusive policies to support hybrid learning environments.