Adapting Instructional Materials for Distance Language Learning: Insights from Kazakh Higher Education after the Pandemic

The pandemic’s onset necessitated the transition of conventional standard education to the remote format for almost all educational institutions, ensuring students continued learning with minimal disruption to their regular schedules and academic performance. This study explored distance language learners' satisfaction with adjusted traditional instructional materials for online delivery, their perceived effectiveness, and the correlation between these perceptions and language proficiency gains. It examined the process of adapting instructional materials for distance language learning, investigated learners' perceptions of the materials, and analyzed the outcomes of their engagement. This study employed a mixed-methods approach, incorporating pre- and post-tests, Likert-scale questionnaires, and semi-structured interviews with 31 students from two leading Kazakh universities. The findings revealed that carefully adapted instructional materials for remote learning significantly improved language proficiency in the experimental group, particularly in speaking and writing skills, while boosting their satisfaction with the distance learning experience. However, technical difficulties and workload management emerged, offering valuable insights for future instructional designs. The research has practical implications for educators and policymakers, providing a framework for adjusting instructional materials to meet the needs of distance learners. By understanding the effectiveness and satisfaction levels of distance language learners with adapted instructional materials, this study offers actionable recommendations for policymakers and educators to create inclusive and effective online academic environments.