The purpose of this study is to examine the impact of the “Creating a Language Environment” project implemented at the Nazarbayev Intellectual School in Kokshetau on the development of speaking skills among students learning Kazakh as a second language. The project was designed as a school-wide initiative aimed at increasing students’ exposure to Kazakh and encouraging its use beyond the classroom through structured and semi-structured activities.

The main research question guiding this study is: To what extent can the “Creating a Language Environment” project contribute to the development of students’ speaking skills in Kazakh as a second language? To address this question, the study explores three sub-questions: (1) how the project influences specific aspects of speaking skills, including fluency, vocabulary expansion, and the reduction of psychological barriers during public speaking; (2) which components of the language environment—such as Baskatyrgysh (Puzzles), Karaoke Time, Oqy Laid (Read Aloud), Kinotime (Movie Time), and Khabardar Bol (Stay Informed)—are most effective in motivating students to speak Kazakh; and (3) which factors should be considered when applying the findings of this study in other school contexts.

The relevance of this study lies in its focus on the role of a school-wide language environment in second language acquisition. International research has consistently shown that a rich language environment provides learners with comprehensible input and opportunities for meaningful interaction, both of which are essential for developing oral communication skills. In recent years, studies in linguistic landscape and schoolscape research have expanded this perspective by conceptualizing the school space as a holistic language resource. These studies demonstrate that visual displays, informal communication, extracurricular activities, and overall school culture increase learners’ exposure to the target language and encourage its use in authentic contexts.

However, most existing research has been conducted in contexts where English or other European languages are taught as second languages. In contrast, the teaching of Kazakh as a second language has received limited attention from the perspective of school-wide language environments. In Kazakhstani methodological literature, research predominantly focuses on classroom-based instructional approaches, while empirical studies that examine the entire school space as a language-learning environment remain scarce. This study seeks to address this gap by investigating a structured, context-specific project implemented in a Kazakhstani school setting.

The theoretical framework of the study draws on key concepts in second language acquisition. Long’s Interaction Hypothesis emphasizes that speaking skills develop through interaction that requires learners to negotiate meaning, ask for clarification, and reformulate their utterances. Such interaction enables learners to notice gaps in their language knowledge and refine their oral production. Swain’s Output Hypothesis further highlights speaking as a driving force in language development, arguing that learners develop linguistic accuracy and complexity when they attempt to express meaning and encounter limitations in their language resources. From this perspective, errors are viewed as a natural and productive part of the learning process.

Krashen’s Input Hypothesis complements these views by stressing the importance of comprehensible input slightly above learners’ current proficiency level (i+1). His concept of the affective filter underscores the psychological dimension of language learning, suggesting that low anxiety and a supportive environment facilitate more effective language acquisition. Together, these theories support the idea that a well-designed language environment should provide meaningful input, encourage active output, and reduce learners’ fear of making mistakes. This study applies these principles to evaluate the effectiveness of a school-wide language environment in developing students’ speaking skills in Kazakh.

Research Design This study employed a mixed-methods research design, with qualitative data as the primary source and quantitative data used to support contextual analysis. The research was conducted as a qualitative case study, allowing an in-depth examination of how a school-organized language environment, implemented through teachers’ pedagogical practices, influences students’ speaking skills development in Kazakh as a second language. This was chosen to capture both the complexity of the educational context and participants’ lived experiences within. Participants and Sampling The research site was the Nazarbayev Intellectual School of Natural Sciences and Mathematics in Kokshetau. This setting was selected due to the linguistic characteristics of the northern region of Kazakhstan, where the everyday use of Kazakh is limited, creating additional challenges for students learning Kazakh as a second language. These challenges are reflected in students’ academic performance in Kazakh-medium subjects and in regional external summative assessment results. Participants were selected through purposive sampling and included students in grades 7–9 learning Kazakh as a second language, Kazakh language teachers, school administrators, coordinators/curators, one representative from each methodological association fluent in Kazakh, and specialists in music and dombra. School support staff (psychologists, cafeteria workers, cleaners, security guards, and nurses) were not treated as direct data sources but were considered contributors to the school language environment. Data Collection Methods Both qualitative and quantitative data collection methods were used. At the initial stage, an entry survey was administered to students to identify their proficiency level in Kazakh, language difficulties, attitudes toward subjects taught in Kazakh, and perceived support needs. These data provided contextual background and informed the qualitative phase. Qualitative data were collected through semi-structured interviews, classroom and school environment observations, and analysis of students’ oral tasks. Interviews were conducted with all active participants, lasted 20–30 minutes, and were repeated with some participants to gain deeper insights. Observations focused on lessons conducted in Kazakh (Kazakh language, History of Kazakhstan, and Geography) and extracurricular settings, using a structured checklist to record language use, interaction patterns, and student engagement. Students’ oral tasks completed before and after the project were comparatively analyzed. Data Analysis and Ethics Qualitative data were analyzed using thematic analysis through systematic coding of interview transcripts, observation notes, student work. Triangulation across data sources enhanced the credibility of the findings. All ethical requirements were met: participants provided informed consent, anonymity and confidentiality were ensured, and the research did not disrupt the educational process.

Personal Interviews Data showed school community members are familiar with the concept of creating a language environment; however, its implementation remains inconsistent, largely dependent on teacher initiative. Researchers identified lack of time, absence of clear organizational mechanisms, and insufficient coordination as major barriers. A recurring theme was students’ difficulty speaking Kazakh, which teachers linked to both limited language exposure and psychological factors: fear of making mistakes and low confidence. These affective barriers reduced students’ willingness to participate orally. Classroom Observations
Observations at the beginning revealed that students avoided speaking Kazakh, produced short and formulaic responses, frequently switched to another language during peer interaction. Language support strategies were applied inconsistently. In contrast, observations during and at the end of the project showed noticeable improvement: students answered more confidently in Kazakh, participated more actively in group discussions, and made greater efforts to express their ideas. Teachers used language support strategies more consciously, contributing to increased speaking activity. Students’ Written Work Analysis
Comparative analysis of students’ written work showed positive changes by the end of the project. Many students were able to express ideas more freely in Kazakh, and their writing reflected content discussed orally in groups. Nevertheless, progress was uneven. Some students demonstrated slower development and continued to struggle with maintaining focus and expanding ideas, indicating that outcomes were influenced by learners’ initial proficiency levels and psychological readiness. Conclusion The findings indicate that a systematically organized school-wide language environment positively influences speaking skills development among students learning Kazakh as a second language. Such an environment reduces psychological barriers and increases learners’ confidence and willingness to speak. While the effects varied by student, the initiative was a successful teaching strategy that supported linguistic development and psychological comfort. The results offer practical implications for designing and implementing language environment initiatives in similar school contexts.

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