Жарияланымдар / Публикации

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

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    Тип записи:Публикация,
    Scientific and methodological foundations of open educational platform employment in language teaching
    (Institute of Advanced Engineering and Science (IAES), 2025-07-19)
    Raikhan Abnassyrova
    ;
    Nazerke Mubarak
    ;
    Khafiza Ordabekova
    ;
    Zhanagul Turumbetova
    ;
    Қ.Т. Мұхамади
    The objective of the research is to investigate the efficacy of these platforms in facilitating language acquisition, fostering student engagement, and personalizing learning experiences. A survey was conducted among 100 language teachers from higher educational institutions in Astana, Kazakhstan. The teachers were requested to evaluate the efficacy of open platforms in language instruction, taking into account factors such as student motivation, the individualization of learning, and the availability of resources. The research employed a descriptive design, utilizing a three-level response scale to collect data on the integration of the aforementioned platforms and the preparedness of educators to utilize them. The findings suggest that open platforms facilitate access to resources and enhance student motivation when integrated with interactive tools, such as GraphoLearn and Kahoot!. However, the study emphasizes the necessity for structured training to address the challenges encountered by educators in implementing these platforms effectively.
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    THE USE OF DIGITAL TECHNOLOGIES IN THE SYSTEM OF BLENDED LEARNING IN FOREIGN LANGUAGE EDUCATION
    (2025-12-01)
    Saiida Auytova
    The article explores how digital technologies function within blended models of foreign language education. It analyzes how technological tools influence students' motivation, autonomy, and communication skills by synthesizing empirical andconceptual works published between 2018 and 2025. The findings demonstrate that when digital tools such as learning management systems, mobile applications, and immersive environments are integrated into a coherent instructional framework, they foster learner engagement, self-regulation, and active participation. However, their success depends on teachers’ digital competence, systematic formative assessment, and institutional infrastructure. Persistent barriers include unequal access to technology and limited training opportunities. Overall, the study concludes that well-structured blended approaches can create flexible, learner-centered, and pedagogically effective environments for language acquisition.