Жарияланымдар / Публикации

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Innovative technologies of teaching ancient literary heritage
(Science Park Research Organization and Counselling LTD, 2022-11-28)
Zh.B. Kdyralieva
;
Nazgul Suranchiyeva
;
М.А. Батырбаева
;
Naziya Aitbaevna Tasilova
;
Baltabayeva Gauhar
The purpose of this research is to take the opinions of primary school teachers on the teaching of an ancient literary heritage with the digital story method, in order to benefit from innovative technologies in the teaching of old literary works. The research was created with the qualitative research method. In the research, 51 primary school teachers who were teaching in primary schools in Kazakhstan in the 2022–2023 academic year were studied. Research data were collected by in-depth interview technique. As a result of the research; the vast majority of teachers stated that they found themselves inadequate in using the digital story method in the teaching of old literary works. Teachers stated that they never benefited from the digital story method in the teaching of ancient literary heritage. On the other hand, teachers stated that they are very willing to benefit from the digital story method in the teaching of old literary works. The teachers benefited from the advantages of using the story method in the teaching of ancient literary works; they are listed as facilitating the interpretation of the content, conveying real-life situations, providing an interactive learning environment, being interesting, making the explanation of certain topics more attractive, offering more diversity than traditional practices, and providing individualization of education. Teachers, the disadvantages of using the story method in the teaching of old literary works; they listed teachers' lack of education, lack of methods and materials, taking a lot of time, insufficient technological equipment in the teaching environment, individual differences of students, and the transformation of technology use into a habit. Keywords: Ancient literary heritage, innovative technologies, digital story, primary school teachers
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The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School
(Kazakh National Pedagogical University, 2026-07-01)
MAHABBAT BAIMENOVA
;
Beibitkul S. Karimova
;
G.S. Mailybayeva
;
Aigul Iskakova
The article considers the role of digital didactics in the formation of the language personality of primary school students. In the context of the digital transformation of education, scientific analysis of the possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.
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Improving Professional Speech Culture of Prospective Philology Teachers through Digital Technologies
(Richtmann Publishing, 2026-07-05)
Gulnara Meirbekova
;
Assylbek Meiirbekov
;
Zharkinbyke Suleimenova
;
Gulimzhan Zhylkybay
Higher education places a high priority on helping prospective philologist-teachers develop their professional speech culture, but there is currently little data on scalable, low-cost approaches. This study investigated whether short podcast-style digital-storytelling assignments were associated with improvements across four dimensions of prospective philology teachers’ professional speech culture. Parallel intact sections were used in a quantitative, quasi-experimental pretest–posttest design. The control group tackled the same subjects through traditional exercises, while the DS group finished podcast tasks with a concentrated feedback-revision cycle. Two trained raters who were blind to group used a four-criterion analytical rubric to evaluate performance on the baseline and post-test. Additionally, students completed a 12-item self-report questionnaire aligned with the same four components at both time points. Analysis of covariance using the corresponding pre-test scores as covariates showed higher adjusted post-test scores for the experimental group across all four components. The largest effects were observed for Professional Style (partial ?² = .20) and Structure (partial ?² = .18), followed by Audience Focus (partial ?² = .08) and Diction (partial ?² = .07). The findings suggest that a lightweight DS workflow may support meaningful improvements in professional speech culture within a single course cycle. Received: 13 March 2026 / Accepted: 25 June 2026 / Published: July 2026
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Global Trends and Research Fronts in «Storytelling» and «Education»: A Bibliometric Analysis of Scopus Data (2006–2024)
(Al-Farabi Kazakh National University, 2026-09-20)
Shynar Umirkhanova
;
Gibadat Orynkhanova
;
Zh. Orynkhanova
Creating and telling stories in education is becoming an increasingly popular and important method of teaching and upbringing.The aim of this study is to conduct a bibliometric analysis of publications on the keywords "storytelling" and "education" for the period 2006-2024 using Scopus data. Methodologically, the study relies on RStudio tools and the bibliometrix package, including data cleaning, analysis of authors, sources, and keywords, as well as thematic mapping. The sample included 4,719 documents from 1,835 sources. The analysis revealed a steady increase in publication activity (an average annual growth rate of 18.52%), reflecting growing interest in narrative methods in pedagogical practice. A strategic map, constructed based on keyword co-occurrence, visualizes the thematic structure of the fields of “storytelling” and “education,” dividing topics into four quadrants along axes of centrality and development, allowing for the identification of core, periphery, and promising areas for further research. The results highlight a shift from traditional humanistic approaches to technological innovations, such as digital storytelling and HCI, enhancing the role of motivation and creativity in learning. Overall, they reflect the growing importance of storytelling as an innovative tool in modern education, contributing to the development of 21st-century skills. Keywords: education, storytelling, digital storytelling, bibliometrics, Scopus.

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