Exploring the links between L2 learning experiences and L2 teaching beliefs: The case of prospective EFL teachers of Kazakhstan

Given that existing digital affordances offer contemporary language learners ample opportunities to be exposed to authentic language and culture learning experiences in online environments (Gong et al., 2019; Kusyk, 2017), this presentation adopts a critical approach for examining how undergraduate university students negotiate and balance their language learner and language teacher identities. To do so, we follow a qualitative research design informed by 32 semi-structured interviews with prospective English language teachers from Kazakhstani universities.

Research findings address twofold beliefs about the concept of informal digital learning of English (IDLE) from the perspectives of L2 language learners, and future EFL teachers enrolled in ongoing Foreign Language Teaching and Learning (FLTL) programs. We report on the perceptions of undergraduates regarding bridging informal and formal learning and the considerations about the importance of informal L2 learning strategies in students’ personalised repertoires. Specific attention is given to the overall positive attitude of interviewees towards recognising the affordances of online exchanges and the focus of the school and university curricula on advising and promoting the value of informal learning approaches and strategies. Copyright © 2022 EUROCALL.