Жарияланымдар / Публикации

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

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    PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE PHILOLOGISTS’ PROFESSIONAL SPEECH CULTURE THROUGH DIGITAL EDUCATIONAL TECHNOLOGIES
    (2026-01-01)
    Gulnara Meirbekova
    ;
    Жаркынбике Сулейменова
    ;
    Gulimzhan Zhylkybay
    ;
    Zhazira Issayeva
    This article examines the pedagogical conditions for developing future philologists’ professional speech culture through digital educational technologies. The aim of the study is to quasi-experimentally evaluate the impact of an integrative methodological model based on Moodle, Padlet, Speech Analyzer, and ChatGPT on the linguistic, communicative, ethical, and discursive components of professional speech culture. The study involved 82 third-year students of the Faculty of philology at Khoja Akhmet Yassawi International Kazakh-Turkish University. The participants were divided into a control group (n = 41) and an experimental group (n = 41). Both groups studied the course “Academic Professional Speech Culture”; however, the experimental group used an integrative methodological model combining Moodle, Padlet, Speech Analyzer, and ChatGPT. Assessment was conducted using a 5-point rubric. The results showed that the indicators of professional speech culture increased more noticeably in the experimental group than in the control group. The total score of the experimental group increased from 11.70 to 16.30, while in the control group this indicator rose only from 8.35 to 9.70. ANCOVA results revealed a statistically significant difference between the groups (p < 0.001; partial η² = 0.465–0.593). The findings demonstrate the effectiveness of using digital tools as a methodological system aimed at developing specific components of professional speech culture.
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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