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Applying “BBC learning English” podcasts in enriching vocabulary at the A2 level
(Al-Farabi Kazakh National University, 2023-06-01)
Gaukhar Yersultanova
;
Zhanar Zhyltyrova
;
Medet Jandildinov
Words are what makes language exist.Without the words, no language is an issue.That is why, we thought writing a paper about how to build up vocabulary would be beneficial for language learners.In this research, we investigated if using BBC podcasts are more helpful for learners to learn vocabulary than other ordinary listening materials.Schools make learners focus more on grammar and reading skills, therefore vocabulary skills become marginal.However, how can a learner use a language without knowing enough vocabulary?To figure out how BBC podcasts can be beneficial for learners, we conducted experiments in 126th gymnasium in Almaty and were broken into two groups.One group conducted all the exercises by using BBC podcasts while the other group used book audio files to see if BBC podcasts will show more effect on learners' vocabulary skills.Both groups conducted pretests to see their level in the beginning.In order to see whether they will have improved or not, pre-test, post-test, questionnaire, and all the practices with BBC podcasts have been used during the internship.The result of the study showed a slight difference between the achievement indicators of the experimental and control groups.The average post-test score (85) in the experimental group was greater than the average post-test score (75.08) in the controlled group.
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MEASURING PEDAGOGICAL-DIDACTICAL MEDIA LITERACY COMPETENCIES OF EFL TEACHERS
(Toraighyrov University, 2024-09-26)
Aigul Yeleussiz
Media 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.
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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)
Sholpan Kalbergenova
;
L.A. Lebedeva
;
Larissa Yevgenievna Ageyeva
;
Jesús García Laborda
;
Elmira Uaidullakyzy
The accelerating digitalization of education has heightened the need for instructional approaches that are developmentally appropriate for young learners and capable of supporting both linguistic growth and creative speech production. This study investigates the pedagogical potential of integrating adapted English-language podcasts and media-based tasks into primary English instruction to foster originality, contextual coherence, expressive flexibility, and emotional richness in learners’ productive speech. The research employed a quasi-experimental pretest–posttest design implemented in intact classroom groups and involved 233 third- and fourth-grade students (experimental group, n = 116; control group, n = 117). Over one academic semester (January–May 2025), the experimental group participated in a structured programme embedded within regular lessons that combined short podcast episodes with dialogic and narrative tasks, while the control group followed the standard curriculum without podcast integration or comparable multimedia enrichment. Data analysis combined quantitative comparison of pre- and post-intervention speech outcomes with qualitative evaluation of learners’ oral and written products, supplemented by student and teacher feedback. The results showed statistically significant improvements in the experimental group across key indicators of creative speech performance. Qualitative evidence further indicated a shift toward more independent, personally meaningful language use, with learners demonstrating greater willingness to experiment with narrative transformation, evaluative retelling, and expressive variation. Taken together, the findings suggest that adapted podcasts, when systematically integrated into routine classroom practice, can serve as an effective and feasible tool for strengthening creative speech development in primary English language education and for enriching contemporary media pedagogy in digitally evolving learning environments.

Қазақ ұлттық қыздар педагогикалық университеті / Казахский национальный женский педагогический университет

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