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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2025 - 20263

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Автор: search.filters.author.I.B. Baissydyk

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    Тип записи:Публикация,
    AI-ASSISTED SCHOLARLY WRITING IN APPLIED LINGUISTICS AND LANGUAGE EDUCATION IN KAZAKHSTAN: A SCOPING REVIEW
    (Ablai Khan University, 2025-09-01)
    Aliya Zadakhanova
    ;
    E. Janserkeyeva
    ;
    D. Philip Montgomery
    ;
    I.B. Baissydyk
    This scoping review studies the essential concepts and research methodologies best suited for exploring AI-assisted academic writing, with a focus on the context of applied linguistics and language education in Kazakhstan. The objectives included identifying key concepts, mapping methodological approaches, assessing emerging trends, revealing gaps and inconsistencies, and offering recommendations for improved practices. Using the PCC framework, the included studies involved scholars, educators, and students in Kazakhstan who addressed the use of AI tools in academic writing. Studies unrelated to academic writing, the Kazakhstani context, or the relevant fields were excluded. Searches were carried out in April 2025 across Scopus, Google Scholar, IEEE, and local databases, and conference proceedings 2021 and 2025 in English. A total of 40 relevant references were analyzed thematically and synthesized narratively. These studies focused on higher education and the use of tools like AI-driven writing assistants, grammar checkers, and plagiarism detection software in academic publishing. Findings indicated growing but cautious adoption of AI technologies, with common themes including improved writing quality, concerns over plagiarism, and the need for clear guidelines. The review underscores the importance of localized research, institutional policy development, and educator training to ensure ethical and effective AI integration in academic writing practices.
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    DEVELOPING A LANGUAGE CURRICULUM FOR MULTICULTURAL CONTEXTS: INSIGHTS FROM INTERNATIONAL PARTNERSHIP
    (2026-01-01)
    Gulzat Berkinbayeva
    ;
    Aida Nurbayeva
    ;
    I.B. Baissydyk
    ;
    Darren K. LaScotte
    This study examines how the international internship program “500 Scholars” of the Bolashak Scholarship contributed to the revision of the Kazakh Language Course Curriculum (KLCC) through the first author’s participation in the Visiting Scholars Program at the College of Education and Human Development of the University of Minnesota (UMN). A sequential mixed-methods design–surveys (n=30 students; n=6 educators), follow-up interviews (n=8 students), and comparative curriculum analysis–addressed three research questions on learner needs, curriculum gaps, and transferable practices. Survey results indicate substantial dissatisfaction with the current KLCC (40% dissatisfied; 10% satisfied) and highlight preferred improvements: stronger real-world application (40%), deeper coverage of specific skills (20.6%), and more interactive methods such as hands-on tasks or group projects (16.6%). Beneficial elements included teaching approaches (23%), assessment procedures (20%), and practical relevance (17%), while 33% reported no beneficial aspects. Interview data elaborate these patterns, citing insufficient cultural content, limited interdisciplinary integration, and a lack of interactive learning opportunities. A comparative analysis between the KLCC at U-1 (name withheld for confidentiality) and the UMN English curriculum (Beginning Reading & Composition; Grammar; Oral Skills) reveals key structural differences: broader formative assessment, clearer scaffolding of literacy skills, and more explicit integration of cultural competence at UMN. These elements provide a chain of evidence for three pedagogical implications: 1) differentiated pathways for learners with and without Cyrillic literacy, 2) continuous assessment structures rather than summative-heavy models, and 3) expanded authentic communicative tasks grounded in cultural context.
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    NEUROLINGUISTIC CHARACTERISTICS OF A CHILD’S PERSONALITY
    (Toraighyrov University, 2026-09-17)
    Б. Халым
    ;
    I.B. Baissydyk
    ;
    Zhumagali İBRAGİMOV-
    ;
    A. S. Tazhenova
    Currently, the formation, development, and transformation of a child’s behavior are influenced by several major factors, including national values, family upbringing, individual personality traits, social environments, globalization processes, the constant flow of information through various technologies and social networks, computer games, and more. Neurolinguistics is the branch of science that enables the study and regulation of the external manifestations of a child’s internal state. It also helps identify and address processes that negatively impact development. Since neurolinguistics views words and speech as systemic activities – and studies phenomena such as aphasia in parallel – this field holds significant importance for linguistic science and remains an area that requires further in-depth research. In determining the neurolinguistic characteristics of a child’s personality, it is essential to consider the role of brain mechanisms in the development of the speech system and how they influence speech and language characteristics. The article explores the neurolinguistic characteristics of a child’s personality in both English and Kazakh, using specific text examples. To identify these characteristics, the study employed methods of observing the child’s speech and personality traits in both spoken and literary texts in English and Kazakh. The research involved analyzing the child’s behavior as reflected in speech, selecting relevant textual examples, and examining specific linguistic units. The article examines the specific factors that positively and negatively influence the formation of a child’s personality. It considers the primary ethnic, psychological, genetic, and linguistic processes that stimulate brain function and drive changes. Additionally, it analyzes speech disorders, along with their causes and consequences.