Evaluation of Readiness for Participation in Reading Research in Rural Kyrgyzstan

Mukadas Tashieva; Nathan A.  Stevenson

doi:10.54418/ca-97.255

Authors

Mukadas Tashieva Mukadas Tashieva is a Kyrgyz academic and researcher, associated with higher education and scholarly work in Central Asia. She is Fulbright Foreign Student (2023-25) at Kent State University, USA.
Nathan A. Stevenson Associate Professor, College of Education, Health and Human Services, Kent State University, 405-S White Hall, USA

DOI:

https://doi.org/10.54418/ca-97.255

Keywords:

Kyrgyzstan schools, reading research, research participation, research readiness, rural education

Abstract

This study evaluates the readiness of rural schools in Kyrgyzstan to participate in reading research and interventions in English as a Foreign Language (EFL) contexts. Data were collected from 277 participants, including English teachers (n = 168), parents (n = 94), and school administrators (n = 15) across rural regions of seven districts of Kyrgyzstan, using a quantitative, non-experimental survey design. A 70-question Likert scale was developed and distributed via Qualtrics, with translation into Kyrgyz to ensure accessibility.

The study findings showed strong interest but moderate readiness among stakeholders. While 75% of parents understood the purpose of reading research and 63% were aware of school-based research initiatives, only 69.1% expressed confidence in supporting their child's participation. Among teachers, 95.1% were interested in professional development, yet only 31.5% had prior research experience, and 63.1% reported inadequate school resources. Administrators cited financial limitations, low engagement, and lack of research skills as significant barriers, with only a few indicating moderate preparedness to implement research-based programs.

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