Жарияланымдар / Публикации

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Integration of Adapted Podcasts and Digital Media into English Language Teaching for Primary School Children: Developing Creative Speech Skills
(Multidisciplinary Digital Publishing Institute, 2026-03-06)
Sholpan Kalbergenova
;
L.A. Lebedeva
;
Larissa Yevgenievna Ageyeva
;
Jesús García Laborda
;
Elmira Uaidullakyzy
The accelerating digitalization of education has heightened the need for instructional approaches that are developmentally appropriate for young learners and capable of supporting both linguistic growth and creative speech production. This study investigates the pedagogical potential of integrating adapted English-language podcasts and media-based tasks into primary English instruction to foster originality, contextual coherence, expressive flexibility, and emotional richness in learners’ productive speech. The research employed a quasi-experimental pretest–posttest design implemented in intact classroom groups and involved 233 third- and fourth-grade students (experimental group, n = 116; control group, n = 117). Over one academic semester (January–May 2025), the experimental group participated in a structured programme embedded within regular lessons that combined short podcast episodes with dialogic and narrative tasks, while the control group followed the standard curriculum without podcast integration or comparable multimedia enrichment. Data analysis combined quantitative comparison of pre- and post-intervention speech outcomes with qualitative evaluation of learners’ oral and written products, supplemented by student and teacher feedback. The results showed statistically significant improvements in the experimental group across key indicators of creative speech performance. Qualitative evidence further indicated a shift toward more independent, personally meaningful language use, with learners demonstrating greater willingness to experiment with narrative transformation, evaluative retelling, and expressive variation. Taken together, the findings suggest that adapted podcasts, when systematically integrated into routine classroom practice, can serve as an effective and feasible tool for strengthening creative speech development in primary English language education and for enriching contemporary media pedagogy in digitally evolving learning environments.
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Examining the impact of modern teaching technology and foreign language training methods in Kazakhstan’s elementary schools
(2026-04-14)
Sholpan Kalbergenova
;
L.A. Lebedeva
;
Larissa Yevgenievna Ageyeva
;
Elmira Uaidullakyzy
;
Mahfuza Abbosovna Gafurova
Kazakhstan officially recognizes the early learning of a foreign language. Young students must still adjust to their new language environment when they begin studying a new school subject in the second grade as a foreign language. The use of modern technologies will provide favorable conditions for successfully mastering the necessary knowledge in the classroom and overcoming obstacles. In this regard, it is critical to identify key teaching strategies that promote English language learning. The study aims to evaluate modern foreign language teaching technologies and their effects on developing young students' positive attitudes and motivation towards learning English. For this purpose, EG (n = 110) and CG (n = 100) were identified in which pre-experimental and post-experimental activities were carried out. The study revealed that some of the children in the group lack motivation to learn English. The teacher only uses foreign-language texts from textbooks. Other texts are not used in the classroom that students might find interesting. Students' vocabulary in monologues and dialogic speech is monotonous and does not correspond to their age or accepted speech norms. The traditional approach to teaching English in primary school does not fully address many existing issues. The study's findings demonstrated that the integration of modern teaching technology and training methods into classrooms increases young students' positive attitudes and motivation to learn English.
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Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan
(2026-06-15)
D. E. Kuatbayeva
;
Gulshakhan Alimbekova
;
L.A. Lebedeva
;
Aliya Akzholova
;
Bitibayeva Zhazira
The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.

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