Жарияланымдар / Публикации

Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2

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2022 - 20262

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Тип доступа: НеизвестноАвтор: search.filters.author.Saule Zhakipbekova

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    Education for the disabled in accordance with the quality of inclusive education in the distance education process
    (Science Park Research Organization and Counselling LTD, 2022-01-31)
    Assel Stambekova
    ;
    Saule Zhakipbekova
    ;
    Kunslu Tussubekova
    ;
    Bagdat Mazhinov
    ;
    Mariya Shmidt
    The aim of this research is to evaluate the disabled education in accordance with the quality of inclusive education in the distance education process in line with the opinions of special education teachers. The research was conducted with 10 special education teachers who were teaching special education and general education in schools with special needs students in Kazakhstan and who agreed to participate in the research voluntarily. The research was designed in accordance with the case study, one of the qualitative research designs. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was revealed that the teachers used online lessons, video sharing, homework control, online activities and mobile applications in the teaching of the lessons in the distance education process; they preferred formal education to distance education; and they found distance education insufficient to meet the individual needs of students in learning. In addition, teachers stated that they found family participation in distance education and teacher–student peer interaction insufficient. The results obtained from the research revealed the necessity of eliminating the obstacles in the education of the disabled in accordance with the quality of inclusive education. Keywords; Inclusive education, students with disabilities, special education, special education students
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    Communicative competence development through indigenous folklore in primary EFL classrooms: evidence from Kazakhstan
    (Frontiers Media, 2026-09-09)
    Madina Kylyshpayeva
    ;
    Sarbinaz Hamitovna Kylyshpayeva
    ;
    Diana Akizhanova
    ;
    Saule Zhakipbekova
    ;
    Gulbar Tursyn
    Introduction Culturally responsive language education seeks to connect English as a Foreign Language (EFL) instruction with learners' cultural identities and local knowledge. However, classroom-based quantitative research on the integration of indigenous folklore into primary EFL education remains limited, particularly in Central Asia. This study examined changes in fourth-grade learners' linguistic, speech, and sociocultural competence following the integration of Kazakh indigenous folklore into primary EFL instruction. Methods A quasi-experimental one-group pre-test-post-test design was employed with 100 fourth-grade students aged 9–10 years at a public primary school in Kazakhstan. The 12-week intervention comprised two 45-minute lessons per week and was delivered by the regular classroom teacher. Adapted Kazakh folk narratives, cultural traditions, traditional games, storytelling, role-play, retelling, discussion, and productive language tasks were incorporated into English lessons. Learners' communicative competence was assessed using parallel pre- and post-test forms of a 25-item lexical-grammatical test, three composite speech performance tasks, and a 25-item sociocultural competence test. Paired-samples t-tests were used to examine within-group changes, and Cohen's dz and 95% confidence intervals were calculated. Results Post-test scores were significantly higher than pre-test scores across all three competence domains (all p < .001). Linguistic competence increased from M = 12.84 (SD = 4.63) to M = 17.92 (SD = 4.41), with a mean gain of 5.08 points and a large effect size (dz = 0.84). Speech competence increased from M = 16.27 (SD = 5.18) to M = 22.68 (SD = 4.95), with a mean gain of 6.41 points and a large effect size (dz = 0.98). Sociocultural competence increased from M = 11.96 (SD = 4.88) to M = 18.74 (SD = 4.37), producing the largest mean gain (6.78 points) and effect size (dz = 1.10). All 95% confidence intervals for the mean differences excluded zero. Discussion The findings indicate substantial within-group development in linguistic, speech, and sociocultural competence during the folklore-based instructional period, with the strongest improvement occurring in the sociocultural domain. These results suggest that culturally familiar materials may help learners connect English language use with their existing cultural knowledge and experiences. However, because the study involved a non-randomized one-group design without a control group and was conducted in a single school with one teacher, the observed improvements cannot be attributed exclusively to the intervention. The study contributes classroom-based quantitative evidence from an underrepresented Central Asian context and highlights the potential value of culturally meaningful resources in multilingual primary EFL education.