Journal of Social Studies Education Research

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Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study
(Journal of Social Studies Education Research, 2025-12-28)
Sandugash Tleubay
;
Nurzhanova Gulmira
;
Gulmira Mailybaeva
;
Zinura Utegulova
;
Viktoriya S. Lim
The study aimed to examine the effectiveness of motivational, cognitive, and reflexive components in developing communicative competence among pre-service teachers within the context of multilingual education. A total of 162 participants took part in the study, including 82 students in the experimental group and 80 in the control group. A quasi-experimental pretest–posttest design was employed. The experimental group received instruction through a specially designed elective course focused on developing communicative competence in multilingual settings, while the control group followed the standard curriculum. Data were collected using questionnaires and performance-based communicative tasks involving dialogue, monologue, public speaking, and written interaction. Statistical analysis included descriptive measures and t-tests to assess differences between groups. The results showed that students in the experimental group demonstrated significant improvement in motivational, cognitive, and reflexive components, as well as in overall communicative competence, compared to the control group. Correlation analysis revealed strong relationships among these components, with the reflexive factor exerting the greatest influence. The findings indicate that integrating motivational, cognitive, and reflexive dimensions into teacher education effectively enhances pre-service teachers’ communicative competence in multilingual educational environments.
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Global Research Trends in Dialogic Speech Development among Preschool Children with Speech Underdevelopment: A Bibliometric Analysis (2005–2025)
(Journal of Social Studies Education Research, 2026-09-29)
Акбопе Сакулова
;
Sandugash Tleubay
;
Akmaral Satova
;
Almagul Kalykbayeva
Dialogic speech development in preschool children with speech and language underdevelopment is a significant area of research because of its close relationship with communication, literacy, and school readiness. However, the global scientific landscape and thematic evolution of this field have not been systematically examined. This study aimed to analyze international research trends in dialogic speech development among preschool children with speech and language underdevelopment through a bibliometric analysis of publications indexed in the Scopus database between 2005 and 2025. A bibliometric research design based on a systematic literature search and selection process following the PRISMA 2020 guidelines was employed. A total of 190 English-language research articles were analyzed using VOSviewer to examine publication trends, author productivity, geographical distribution, subject areas, keyword co-occurrence, source co-citation, and international scientific collaboration. The findings indicate sustained scientific interest in dialogic speech development despite fluctuations in annual publication output. Research activity is concentrated primarily in the United States and the United Kingdom and is grounded in speech-language pathology, developmental psychology, education, linguistics, and communication sciences. Keyword co-occurrence analysis revealed three main themes: speech and language development, narrative competence and clinical intervention, and storytelling in preschool education. Source co-citation analysis further revealed that the field’s intellectual structure is dominated by clinical and psycholinguistic paradigms, whereas culturally grounded narrative traditions and folklore-based educational approaches remain comparatively underrepresented. These findings provide a comprehensive overview of the field and highlight the need for future interdisciplinary research integrating narrative-based interventions with culturally responsive pedagogical practices and culturally grounded storytelling traditions, including Kazakh folk tales, within inclusive early childhood education.

Journal of Social Studies Education Research

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