Жарияланымдар / Публикации
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Тип записи:Публикация, Improving university students’ engagement in physical education through differentiated instruction and motivational strategies(2025-06-02); ; Цитирования (OpenAlex) 3Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Individual differences in language learning: temperament, cognitive styles and personalization of instructionThis empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.Цитирования (OpenAlex) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Differentiated Instruction in Inclusive English Classrooms: an Umbrella review(Al-Farabi Kazakh National University, 2026-06-20); ; In inclusive educational settings, learners exhibit diverse levels of readiness, abilities, and learning preferences, necessitating the use of flexible and adaptive instructional approaches. This umbrella review synthesizes evidence from systematic reviews and meta-analyses examining the effectiveness of Differentiated Instruction (DI) in inclusive English language classrooms. This study aims to analyze how differentiated instruction-encompassing content, process, product, and learning environment-affects students’ learning outcomes in inclusive English classrooms. Methodologically, the study adopts an umbrella review design conducted in accordance with PRISMA guidelines and the Joanna Briggs Institute (JBI) methodology. Relevant systematic reviews and meta-analyses were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases and critically appraised to ensure methodological rigor. The findings indicate that differentiated instruction has a positive impact on learners’ grammar, reading, speaking, and writing skills, as well as on student motivation, classroom engagement, and social integration. Content and process differentiation demonstrate the most consistent effects across studies. The value of this study lies in identifying the most effective differentiation strategies for inclusive English language classrooms. The results offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance inclusive and learner-centered English language education. Keywords: inclusive education, differentiated instruction, English language teaching, umbrella review, systematic review. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the Effects of Differentiated Digital Instruction on English Language Teaching in Inclusive Classrooms(Journal of Social Studies Education Research, 2026-06-27); ; ; Gulbagira SaurukovaThis study aimed to examine the challenges teachers face in differentiated digital instruction in inclusive English language classrooms and to investigate its effects on students’ English achievement and attitudes. The study was designed as an exploratory mixed-method study. In the qualitative phase, data were collected from 27 English teachers through semi-structured interviews to explore their experiences, professional development needs, and support expectations. In the quantitative phase, a pre-test–post-test control group design was implemented with 52 inclusive 7th-grade students. The experimental group received differentiated digital instruction, while the control group followed traditional textbook-based instruction. Data were analyzed using content analysis and Mann–Whitney U tests. The findings indicate that teachers experience difficulties related to time constraints, lack of resources, and the management of student diversity. However, they demonstrate a strong interest in professional development and emphasize the need for practical and application-oriented support. Quantitative results show that differentiated digital instruction has a positive effect on students’ English achievement and attitudes compared to traditional instruction. These findings suggest that differentiated digital instruction can support inclusive teaching practices when combined with appropriate pedagogical design and institutional support.