Жарияланымдар / Публикации
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Formation of Students' Research Skills in Digital Transformation of Physics Teaching(International University of Sarajevo, 2025-06-24); ; Guzel I. GarnaevaRapid changes in the composition of the student audience and the need to intensify practical classes force us to reconsider the usual approaches to teaching physics. This study examines the use of digital technologies, including the creation of a virtual laboratory, to enhance students' research skills without sacrificing face-to-face learning. The focus is on how digital tools can replicate hands-on learning and facilitate a more engaging and effective learning process. A mixed-method study was conducted at the Kazakh National Women's Pedagogical University and Kazan Federal University. It included experimental research and a cross-sectional survey to assess students' academic achievement using pre- and post-testing. The data collected were analyzed using ANOVA and other statistical methods. The introduction of virtual laboratories significantly improved student motivation and engagement in the learning process. This platform promoted the development of research skills, allowing students to actively study the material and perform simulation experiments. Teachers used accessible learning paths and tools to create individualized educational programs. At the same time, certain difficulties were identified related to technical aspects and ensuring proper user support. The use of digital technologies, in particular virtual laboratories, contributes to the growth of students' interest in physical culture and the improvement of their research skills. To achieve the best results, it is important to overcome technical difficulties and ensure proper training for both students and teachers. Important conditions for the successful implementation of digital tools in the educational process are the provision of comprehensive support and the organization of high-quality training. - Некоторые метрики заблокированы вашиминастройками согласия
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); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Features of the development of research competence in future special education teachers(Frontiers Media, 2025-08-29); Цитирования (OpenAlex) 2Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Human-AI collaboration in the analysis of literary narratives:a new pedagogical paradigm(International University of Sarajevo, 2025-10-22); ; ; ; The digitization of education in Kazakhstan has demonstrated the importance of using AI in the teaching of literature. The purpose of this article is to evaluate the effectiveness of collaboration between humans and AI in improving students' analytical and interpretive skills when studying literary narratives in the context of higher education. The study applied a true experimental design with a randomized controlled trial (RCT) with a pre-test/post-test control group structure. A voluntary purposeful sample (40 participants in total) with elements of randomization was used (all participants were randomly divided into two groups).The results showed that the t-test results indicated the importance of using ChatGPT, as it showed a statistically significant improvement in literary analysis skills among students. There is also a high level of positive perception of learning using AI elements. This indicates the effective introduction of AI technologies as an important factor in increasing student motivation and engagement. The main challenges to the further integration of AI systems into literary education are technical unpreparedness, further integration of AI systems into literary education are technical unpreparedness, lack of experience and skills in interacting with special programs. The advantages of using AI include the formation of individual educational trajectories, increased access to information sources, interactivity and support. The conclusions emphasize the importance of scaling up the study to obtain new empirical data. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Psychological effects of visual learning tools on pronunciation skills in EnglishIn this article the authors examine the psychological impact of visual learning tools on the development of pronunciation skills in English language learners. Based on a systematic review of contemporary research, the study explores how visual feedback mechanisms, including spectrograms, waveform analysis, phonetic charts, and real-time visual representations, influence learners’ cognitive processing, self-efficacy, pronunciation anxiety, and motivation. The analysis demonstrates that visual learning tools enhance pronunciation accuracy by providing clear multisensory representations of speech patterns, facilitating comparison between learners’ productions and native speaker models. In addition to phonetic improvement, visual feedback contributes to reduced pronunciation anxiety, increased self- confidence, enhanced metacognitive awareness, and intrinsic motivation. At the same time, the effectiveness of visual tools varies depending on cognitive load, individual learner differences, and pedagogical integration. The study concludes that visual feedback performs both cognitive and affective functions and should be implemented in balanced combination with auditory input to support pronunciation development. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Perceptions of Teachers on Virtual Student Mobility: A Qualitative Case Study in Kazakhstan(2026-02-16); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Designing Integrated Digital Tasks in Science-Specific Education: A Quasi-Experimental Study(Redfame Publishing, 2026-04-12); ; ; ; The rapid digitalization of higher education has increased the need to develop students’ digital competence in ways that are closely aligned with disciplinary learning. In natural science education, particularly in ecophysiology, digital tools should support inquiry, data interpretation, and systems thinking rather than serve as isolated technological additions. This study aims to examine how integrated, collaborative digital tasks influence undergraduate students’ digital competence in a subject-specific context. A quasi-experimental design was employed in an ecophysiology course. Students were divided into experimental and control groups. The experimental group completed inquiry-based integrated tasks using collaborative visual platforms, while the control group engaged in comparable tasks through conventional instructional approaches. Digital competence was assessed via pre- and post-tests and qualitative analysis of students’ task artefacts. Results showed that students using integrated digital tasks developed greater overall digital competence than the control group, with notable improvements in motivational, content-related, and operational components. The strongest effects were observed in students’ ability to independently and purposefully use digital tools within collaborative scientific inquiry. Qualitative analysis revealed that collaborative platforms promoted deeper engagement, clearer conceptual representations, and more coherent reasoning processes. These findings demonstrate that digital competence develops most effectively when digital tools are embedded in discipline-specific, inquiry-oriented tasks. The study’s novelty lies in its focus on ecophysiology and evidence that collaborative visual platforms can act as epistemic tools, supporting both digital and scientific competence. This contributes to a more situated understanding of digital skill development in higher science education. - 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, Development of Scientific Competencies in Future Biology Teachers Through Field Practice: The Case of Tian Shan Mountain Ash (Sorbus Tianschanica)(2026-07-05); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, ANALYSIS OF THE ROLE OF TEACHERS AND TUTORS IN THE PROCESS OF ENGLISH LANGUAGE TEACHING AND LEARNINGThe presence of tutors in the learning process plays as important a role as the role of teachers. The difference lies in the amount of work: in training courses, the role of tutors is higher, while in schools it is higher. Being a tutor is not an easy task, requiring creativity and innovation in teaching to make learning more enjoyable. In addition, students need encouragement and motivation to achieve optimal learning outcomes. The purpose of this study is (1) to explain the role of tutors in English language learning methods and processes to improve learning effectiveness, (2) to describe the influence of the tutor's personality and discipline on English language learning, and (3) to explain the assessment of classes as a factor that increases the effectiveness of English language learning. The study uses a simple non-experimental quantitative method with survey design, complemented by observation and documentation analysis. The research stages include preliminary preparation, literature review, method development, toolkit development, data collection, data analysis, and presentation of research results. The data was obtained through a survey conducted among 150 respondents. The results of the study show that the role of the teacher in improving the effectiveness of learning is crucial. The personal qualities and discipline of teachers in learning English influence students, and classroom assessments have shown that they increase the effectiveness of learning English. In general, teachers are able to provide satisfactory services and make a positive contribution to English language learning. The target result of the study is publication in an accredited national educational journal.