Аннотация
In recent years, Kazakhstan’s education policy has chosen trilingualism as the focus for nation development. However, the rapid growth of technologies and artificial intelligence has placed new opportunities in the educational sector. Thus, educational institutions tend to personalise the learning process by incorporating AI-powered applications into curricula. This study investigates how first-year students in a Kazakhstani university experience the AI-powered application within the blended learning format. Despite the focus on improving English language proficiency and early English language exposure, universities face a gap between students’ school transcript grades and actual knowledge. Many students enter universities with a language proficiency different from the one approved in the school transcript. Traditional classroom-based instruction alone often struggles to meet these diverse needs, prompting institutions to explore new modalities that can offer adaptive, personalised learning pathways. AI-driven language learning applications such as NeoStudy appear promising in this regard, yet little empirical evidence exists on how first-year students in Kazakhstani universities actually perceive, use, and benefit from such tools.