Journal of Education and e-Learning Research

ISSN

2410-9991

2518-0169

Ключевые слова

Online and Blended Le...

Education during COVI...

EFL/ESL Teaching and ...

Educational Technolog...

Teacher Education and...

Публикации в журнале

Показано: 1 - 4 из 4

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Development of the digital communication culture of prospective teachers based on digital etiquette training in the context of Kazakhstan
(2025-09-12)
Ulzharkyn M. Abdigapbarova
;
Aigul Syzdykbayeva
;
Elmira A. Aitenova
;
Sabira Nishanbayeva
;
Saniya Nurgaliyeva
This study examines the impact of digital etiquette training on the development of a digital communication culture among future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette. A mixed-methods approach was used both before and after the test. The study included 115 respondents. The preliminary testing between the groups showed that both groups were at the same level in terms of communicative culture indicators. Additionally, participants had no prior knowledge of digital etiquette. An authors' programme was created specifically for the course and implemented to help students become more skilled with technology. A set of measures was carried out to develop a digital communicative culture through the means of netiquette and the introduction of technology for individualization and personalization of learning. This study found the impact of digital etiquette on the development of a digital communication culture in future teachers by providing new perspectives and access to scientific knowledge in the field of digital etiquette as well as the practical application of this knowledge to support cultural digital interaction.
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Examining the impact of modern teaching technology and foreign language training methods in Kazakhstan’s elementary schools
(2026-04-14)
Sholpan Kalbergenova
;
L.A. Lebedeva
;
Larissa Yevgenievna Ageyeva
;
Elmira Uaidullakyzy
;
Mahfuza Abbosovna Gafurova
Kazakhstan officially recognizes the early learning of a foreign language. Young students must still adjust to their new language environment when they begin studying a new school subject in the second grade as a foreign language. The use of modern technologies will provide favorable conditions for successfully mastering the necessary knowledge in the classroom and overcoming obstacles. In this regard, it is critical to identify key teaching strategies that promote English language learning. The study aims to evaluate modern foreign language teaching technologies and their effects on developing young students' positive attitudes and motivation towards learning English. For this purpose, EG (n = 110) and CG (n = 100) were identified in which pre-experimental and post-experimental activities were carried out. The study revealed that some of the children in the group lack motivation to learn English. The teacher only uses foreign-language texts from textbooks. Other texts are not used in the classroom that students might find interesting. Students' vocabulary in monologues and dialogic speech is monotonous and does not correspond to their age or accepted speech norms. The traditional approach to teaching English in primary school does not fully address many existing issues. The study's findings demonstrated that the integration of modern teaching technology and training methods into classrooms increases young students' positive attitudes and motivation to learn English.
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Impact of practice-centered learning on the development of students' professional identities: Learning outcomes
(2024-01-29)
Malika Maksatovna Knissarina
;
Aigul Syzdykbayeva
;
Yelena Agranovich
;
Gulmira Zhumaliyeva
;
Baikulova Aigerim Meirkhanovna
The progress of education in our country is still constrained by the low status of teaching. The comprehension and growth of university students' stages of professional identity creation are not well researched. This issue is now recognized on both a theoretical and practical level. This research aimed to examine the effectiveness of providing practice-centered learning in the construction of students' professional identities. The study employed a mixed-data collection strategy. A random sample of respondents was used to generate quantitative data. The study involved 253 learners at "Baishev University," Aktobe, Kazakhstan. According to the study's findings, low levels of development have been found in students' professional identity, motivation and interest in professional self-development. This demonstrated the importance of resource support for educational innovations as well as the development and implementation of technology-based practice-centered learning for future teachers. As a result of evaluating the implementation of technology-based practice-centered learning and resource support for educational innovations, positive dynamics shaping learners' professional identities are identified. Thus, the study's findings confirmed our hypothesis that using practice-centered learning to foster students' professional identities has a positive impact when systemic and technological approaches are used.
Цитирования (OpenAlex) 2Цитирования (OpenCitations) 2
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The impact of formative assessment techniques on students' self-assessment skills
(2023-10-11)
Ayakoz Turysbayeva
;
Aziya Zhumabayeva
;
Kalbike Yessenova
;
Bainazarova Tursynay
;
Sharban Maigeldiyeva
The introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four "A" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four "B" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.
Цитирования (OpenAlex) 4Цитирования (OpenCitations) 2

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