Abstract

This study examines the perceptions of Russian citizens who have relocated to Kyrgyzstan due ​to the ongoing war between Russia and Ukraine. These individuals, who refer to themselves as ​“relocants”, have created and shared videos on YouTube documenting their experiences in the ​new country. Using thematic analysis of these videos, the study aims to understand how ​Kyrgyzstan is perceived as a destination and provide recommendations for decision-making in ​tourism and destination development. The study reveals that Kyrgyzstan has a negative or non-​existent image among Russian visitors who lack prior experience in the country; however, a ​positive image is developed after their arrival, indicating contradictions between pre- and post-​arrival images. The article concludes with practical recommendations, such as highlighting ​positive aspects of Kyrgyzstan in promotional materials and addressing issues with ​transportation infrastructure and air quality.

Russian 'relocants' share their experiences: A ​study of perceptions of Kyrgyzstan as a ​destination

https://doi.org/10.1016/j.ssaho.2024.100930

Social Sciences & Humanities Open

2024

Abstract

Whether university support is meaningful in increasing students’ entrepreneurial intentions (EI) ​remains largely under-investigated, especially in the context of Central Asian countries. In this ​study, we attempted to address this question by examining the effects of university support ​(comprised of educational support, concept development support, and business development ​support) on students’ EI. We employed a structured questionnaire to collect data from 793 student ​respondents enrolled in 13 universities in Kyrgyzstan and performed descriptive and inferential ​statistical analyses. Our analyses indicated that participants’ perceptions of EI and university ​support differed significantly according to their demographic backgrounds. Only educational ​support had a significant positive influence on EI. Moreover, our results indicated segmental ​differences in students’ perceptions of university support. We argue that universities in Kyrgyzstan ​should re-evaluate the entrepreneurial support they provide to students, consider their segmental ​differences, and engage them in more efficient activities. Additionally, we urge policymakers to ​emphasise the establishment of an effective entrepreneurial ecosystem within the university ​setting.

Exploring the impact of university support on ​students’ entrepreneurial intentions: ​evidence from Kyrgyzstan

https://doi.org/10.1080/0309877X.2024.2321566

Journal of Further and Higher Education

2024

Abstract

This article explores the niche occupied by transnational English teachers within the context of ​Korean ELT. Employing intersectionality theory as an analytic framework, the study examines the ​lived experiences of Leo (pseudonym), a German national who taught English in Korea ​circumventing legal restrictions against non-native English-speaking teachers. Through an analysis ​of Leo’s narrative, this research elucidates the complex dynamics of privilege and disadvantage ​prevalent in the Korean ELT industry. The findings underscore the significance of nationality, race, ​and marital status in securing a teaching position, revealing a persistent preference for Caucasian ​teachers and the perpetuation of White supremacy in ELT. Leo’s experiences shed light on broader ​issues of power imbalances, exploitation, and identity tensions that transnational teachers ​encounter. These findings contribute to a nuanced understanding of the niche occupied by ​transnational English teachers and provide insights for the development of inclusive and equitable ​policies and practices in foreign language education.

The Asia-Pacific Education Researcher

2023

Abstract

Prior research on international student identity formation has mainly focused on students in ​Western countries, predominantly, the USA, the UK and Australia, leaving international students in ​Asia largely under-represented. This article, on the other hand, explores identity formation in an ​Asian context through a narrative inquiry of an international student, Mary (pseudonym), studying ​in South Korea (Korea hereafter). Drawing on Marginson’s (2014) concept of self-formation in ​international education, it examines Mary’s lived experiences as a cross-border student and ​presents a story of her personal transformation. Insights presented in this inquiry highlight that ​identity formation for international students is an increasingly dynamic process of conscious ​making of the self amid the glees and tensions that international education has to offer. ​Additionally, this work emphasizes that identity negotiation is triggered by contradictions of ​personal-versus-contextual and suggests the need to consider ways to strengthen agency in ​international students to facilitate self-change and development.

International Journal of Educational Development

2023

Abstract

Using cognitive dissonance theory, this collective case study examines professional identity ​tensions in three international preservice teachers from a graduate TESOL program in South ​Korea (Korea hereafter). Reflective journals, interview transcripts, admission essays as well as ​participant-produced drawings were analyzed. Additionally, consultations with faculty members, ​interviews with government officials as well as a review of related documents were used to gain ​further insight into the interplay between international education and professional identity ​tensions. It is argued that international students in TESOL experience unique identity tensions ​associated with institutional, discursive and regulatory forces residing in the host country. ​Insights obtained from the study provide a better understanding of the support international ​teacher candidates need from their host institutions and can inform policymaking.

Journal of Language, Identity, & Education

2022

Abstract

This article presents findings of a study concerned with destination image of Kyrgyzstan. As ​online narratives provide an important source for destination image formation, the present ​study analyzed a total of 360 travel blogs about the country with a computer-assisted program, ​Leximancer 4.5. Analysis suggested that the image of Kyrgyzstan as a destination is mainly ​associated with nomadic culture and natural resources. It also indicated that foreign visitors ​view the country as a transit, not a final destination, and that the critical aspect of the country’s ​image is its poor transportation infrastructure. The article encourages destination marketers and ​policymakers to take relevant measures to create positive images of the country. Additionally, it ​recommends that natural resources as well as cultural endowment should be capitalized on, and ​transportation infrastructure should be improved.

Destination Image of Kyrgyzstan: A Content ​Analysis of Travel Blogs

https://doi.org/10.1080/1528008X.2021.1964412

Journal of Quality Assurance in Hospitality & ​Tourism

2022

Abstract

The present study was carried out in response to the lack of investigation into professional ​identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective ​journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a ​specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that ​seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. ​L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher ​candidates' identities. The findings go some way towards contributing to the existing knowledge ​of tensions experienced by Korean EFL student teachers in their professional identity ​development and help us better understand what support should be provided to them by ​teacher education programs.

The Journal of AsiaTEFL

2021

Download PDF

Download PDF

What are OASIS summaries?

OASIS summaries are one-page descriptions of research articles on language learning, language ​teaching, and multilingualism that have been published in peer-reviewed journals listed on the ​Social Science Citation Index, the Arts and Humanities Citation Index, or the Science Citation ​Index Expanded. The summaries provide information about the study’s goals, how it was ​conducted, and what was found, and are written in non-technical language. Where relevant, they ​also highlight findings that may be of particular interest to language educators, although the ​initiative is not solely aimed at research with immediate practical implications. The summaries ​are generally approved, and often (co-)written, by the author(s) of the original journal article. ​Read more: https://oasis-database.org/about

• Journal of Language, Identity, & Education (SSCI, AHCI)
• International Journal of Applied Linguistics (SSCI, AHCI)
• Asian Englishes (SCOPUS, ESCI)
• Sage Open (SSCI)
• Social Identities (SCOPUS, ESCI)
• Journal of Contemporary Eastern Asia (SCOPUS)
• Entrepreneurial Business and Economics Review (SCOPUS, ESCI)
• Journal of Quality Assurance in Hospitality & Tourism (SCOPUS, ESCI)