Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/1
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- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, EXPLORING THE PEDAGOGICAL POTENTIAL OF THE FLIP PLATFORM FOR ENHANCING FOREIGN LANGUAGE SPEAKING SKILLS OF COLLEGE STUDENTSThis study explores the pedagogical potential of the Flip platform as a digital tool for enhancing foreign language speaking competence among college students. The research is based on an experimental study conducted with third-year students at Almaty Kazakh Humanitarian Pedagogical College. The primary objective was to investigate how task-based activities implemented through Flip can improve students' oral communication skills, including fluency, pronunciation, and interactive competence. The study employed a mixed-method approach, combining qualitative observation and quantitative assessment of students' speaking performance before and after the intervention. The findings indicate that the integration of the Flip platform significantly increases students' motivation, promotes active participation, and provides opportunities for repeated practice and self-reflection. Additionally, the platform facilitates a learner-centered environment where students can develop autonomy and confidence in speaking. The results suggest that Flip can be effectively incorporated into English as a foreign language instruction to support the development of communicative competence in a digital learning context. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, РАЗВИТИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ЧЕРЕЗ АУТЕНТИЧНЫЕ ВИДЕОМАТЕРИАЛЫ(2021-04-12); The article is devoted to the problem of forming students' communication skills using video materials in foreign language lessons. The authors offer a new approach to working with video fragments in the educational process. The use of video in teaching a foreign language opens up wide opportunities for teachers and students to learn the language and culture of the country. The purpose of this research is to develop and test a set of methods of work using original video materials aimed at the formation of students' communicative competence. This study was conducted with University students who speak English at A2 level. The analysis of educational and methodological literature and our own experience has shown that authentic video materials have a great potential in solving educational problems. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Applying “BBC learning English” podcasts in enriching vocabulary at the A2 level(Al-Farabi Kazakh National University, 2023-06-01); Цитирования (OpenAlex) 1Цитирования (OpenCitations) 1 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, MEASURING PEDAGOGICAL-DIDACTICAL MEDIA LITERACY COMPETENCIES OF EFL TEACHERSMedia literacy competencies have become increasingly vital in the contemporary educational landscape due to the pervasive role of digital media in communication, information dissemination, and social interaction. This study measures the pedagogical and didactic competencies of 400 EFL (English as a Foreign Language) teachers in secondary schools regarding their ability to teach media literacy. Utilising a web-based questionnaire, the research assesses teachers’ proficiency in various instructional strategies, ranging from basic technical instruction to advanced critical and participatory teaching methods. The findings indicate a high level of competency among teachers in imparting technical skills related to media device usage, whereas competencies in fostering critical awareness and encouraging participation in public debate through media were less developed. The study underscores the necessity for a comprehensive media literacy curriculum that balances technical instruction with critical thinking and communication skills. Limitations of the study include potential biases inherent in self-reported data and the absence of contextual insights from naturalistic observations. Future research should incorporate longitudinal and observational methodologies to validate these findings and examine the integration of AI tools in media literacy education. This research provides a foundational understanding of current teaching practices and competencies, offering valuable insights for the enhancement of media literacy education strategies. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Task-based Language Instruction as Scaffolding: A Comparative Study on its Impact on Low and High-Proficiency Readers’ ComprehensionNowadays Task Based Language Instruction is considered as one of the widely used approaches in foreign language teaching. Scaffolding, support from teachers to help learners accomplish tasks that can not be completed independently, gradually reduces as students gain skills and confidence, is effective way of improving reading comprehension skills in language classrooms. This study investigates the effectiveness of TBLI scaffolding as a strategy for improving reading comprehension among low and high proficiency students. Quasi-experimental design was employed to compare the effect of it in both proficiency levels before and after exposure to TBLI interventions. Data were collected through pretest, posttest and lesson observations from 30 students of 10th grade in local school. Statistical analyses, including paired-sample and independent-sample t-tests, to evaluate the significance of within and between group differences. Experiment lasted for 6 weeks, where students had 18 academic hours of learning the English language. The findings reveal that TBLI improves reading comprehension skills of both groups, however low language proficiency students gain more advantages in comparison with higher level students. TBLT has great value in supporting learners with limited linguistic resources by making comprehension more accessible. Conversely, high proficiency students, who already feel comfortable demonstrating independent work and complex tasks, which is the main purpose of scaffolding, benefit less from this approach. Key words: TBLI, scaffolding, reading comprehension, language proficiency. - 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, 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, 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); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the impact of modern teaching technology and foreign language training methods in Kazakhstan’s elementary schools(2026-04-14); ;