Journal of Educational Sciences

ISSN

2520-2634

2520-2650

Издатель

Al-Farabi Kazakh National University

Ключевые слова

EFL/ESL Teaching and ...

Education, Innovation...

Foreign Language Teac...

Psychology of Develop...

Linguistic Education ...

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Показано: 1 - 3 из 3

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7. Improving Learners' Writing Skills and Language Awareness via Contrastive Analysis
(Al-Farabi Kazakh National University, 2025-09-20)
Saule Daurenbek
;
Fatma AÇIK
;
D.B. Shayakhmetova
;
Aida Meirkulova
In foreign language instruction, the dynamics between educators and learners, along with linguistic and emotional factors, significantly influence the effective teaching of the target language. It is recognized that the linguistic variable, particularly the native language, influences students' writing performances during the instruction of Turkish to Kazakh learners. It has been observed that Kazakh students typically exhibit mistakes in their written expressions that are rooted in their mother tongue. Contrastive analysis is a method that increases the acquisition of the target language by focusing on interlingual linguistic aspects and emerges as a solution to these issues. This study examined the impact of the contrastive analysis on Kazakh students' writing performance and the development of linguistic consciousness. A mixed method design combining quasi-experimental and focus group interview methods was used to achieve the study's goal. The research group consists of Kazakh A2-level students studying Turkish as a foreign language at Abai Kazakh National Pedagogical University. The quantitative design of the study involved 66 students, whereas the qualitative design included 20 students in the focus group. The writing component of the Turkish Proficiency Test and a semi-structured interview form were utilized to collect data. The study's findings were analyzed using SPSS 23 and the MaxQDA 24 programs. The study's findings demonstrated that the contrastive analysis improved students' writing performance, and the combined effect of group and measurement was significant. Furthermore, the related method enhanced students' language awareness, awareness of mistakes, ability to monitor the writing process, and knowledge of interlingual vocabulary and grammar. Additionally, students had positive attitudes regarding this method. These findings are essential for creating teaching materials using the right process and transforming the curriculum. Key words: Contrastive analysis method, writing skills, language awareness, teaching Turkish to Kazakh students, mother tongue.
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Differentiated Instruction in Inclusive English Classrooms: an Umbrella review
(Al-Farabi Kazakh National University, 2026-06-20)
E. Janserkeyeva
;
Gaukhar Yersultanova
;
Садыкова Роза Каримовна
In inclusive educational settings, learners exhibit diverse levels of readiness, abilities, and learning preferences, necessitating the use of flexible and adaptive instructional approaches. This umbrella review synthesizes evidence from systematic reviews and meta-analyses examining the effectiveness of Differentiated Instruction (DI) in inclusive English language classrooms. This study aims to analyze how differentiated instruction-encompassing content, process, product, and learning environment-affects students’ learning outcomes in inclusive English classrooms. Methodologically, the study adopts an umbrella review design conducted in accordance with PRISMA guidelines and the Joanna Briggs Institute (JBI) methodology. Relevant systematic reviews and meta-analyses were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases and critically appraised to ensure methodological rigor. The findings indicate that differentiated instruction has a positive impact on learners’ grammar, reading, speaking, and writing skills, as well as on student motivation, classroom engagement, and social integration. Content and process differentiation demonstrate the most consistent effects across studies. The value of this study lies in identifying the most effective differentiation strategies for inclusive English language classrooms. The results offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance inclusive and learner-centered English language education. Keywords: inclusive education, differentiated instruction, English language teaching, umbrella review, systematic review.
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Evaluation of Academic Writing Course Through Students’ Survey
(Al-Farabi Kazakh National University, 2026-09-20)
Э.Қ. Ибрагимова
;
Жаркынбике Сулейменова
;
Assiya Almautova
;
N. Khegay
The article states that the academic writing course is the primary discipline that forms a critical skill necessary for developing students' research skills. Researchers point out that the absence of consistent academic writing practices in Kazakhstan has emerged as an essential issue. Additionally, it is described that this discipline is included in the Doctorate Educational Program. The purpose of the study is to evaluate the effectiveness of the course “Theory and Practice of Academic Writing” and to determine the method of reliable verification of students’ feedback. Throughout the study, the authors analyzed student survey responses to assess students' understanding of course material, use of information, and individual learning process. A survey was conducted to analyze the study quantitatively. The survey was taken from the students of Korkyt Ata Kyzylorda University. SPSS version 26 was used in the analysis of survey results. The methodological value of the research is determined by the need for future researchers to choose a reliable research method tool when receiving feedback from students at the end of the course, not limited to quantitative methods but also qualitative methods. In the discussion, the article's authors focused on the advantages of a student survey when measuring the course content. The Student Survey is the most common tool for measuring course content worldwide. The authors concluded that combining surveys with qualitative methods allows researchers to obtain comprehensive prospects for the effective functioning of the teaching methodology and the implementation of the course. Keywords: Academic writing, research competences and writing abilities, academic writing strategies, higher education, students’ survey, post-soviet Kazakhstan.

Journal of Educational Sciences

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