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Efficacy of Cognitive-Behavioral Interventions in Reducing Foreign Language Speaking Anxiety: A Case Study of master's degree students
(SDU University, 2025) Jaxybekova I.
This study investigates the effectiveness of cognitive-behavioral interventions (CBIs) in reducing foreign language speaking anxiety (FLSA) among master’s degree students in Kazakhstan. Despite high English language proficiency, many graduate students face moderate to high levels of speaking anxiety, during such activities as classroom participation, oral exams and presentations. Such phenomenon may not only lower genetal performance of a student, but also limit students’ confidence and professional development. To address this issue, a three-week intervention program was designed using core CBT strategies: cognitive restructuring, graduate exposure and relaxation technique. A mixed-method case study approach was used, involving 30 master’s students from both public and private universities of Kazakhstan. Quantitative data was collected using Foreign Language Classroom Anxiety Scale (FLCAS) before and after interventions. Data was analyzed on a group-level, showing reduction in speaking anxiety, the most significant drop was evident in unprepared speaking, fear of negative evaluation and public correction. Qualitative data was gathered through semi-structured interviews after group interventions, as a complementary tool. Data was analyzed thematically and four key themes were revealed: (1) increased awareness through gradual practice , (2) improved emotional regulation, (3) enhanced speaking confidence, and (4) application of practices beyond the classroom. Study contributes to limited research on postgraduate students’ speaking anxiety, providing valuable insights from Kazakhstan’s educational context. Research findings suggest that brief, low-cost and adaptable interventions can have a meaningful impact on learners’ psychological readiness to speak.
Development of a Mobile Application for Preparation for English Exam at Unified National Testing
(SDU University, 2025) Anuarbekova A.
This research project focuses on the development and evaluation of BikiUNT, a Telegrambased educational chatbot designed to support high school students in Kazakhstan preparing for the Unified National Testing (UNT) in English. The study aims to address the lack of accessible, localized, and exam-oriented digital resources for learners, particularly in underserved and rural areas. Through a pilot implementation involving 20 students, the study assessed the chatbot’s effectiveness in terms of usability, perceived usefulness, motivation, and learning engagement. Key features such as grammar modules, multimedia lessons, diagnostic testing, and gamification were explored. The results indicate high user satisfaction and suggest that BikiUNT can serve as a scalable and cost-effective EdTech solution for exam preparation in the national context.
Сreating the integrative STEM lesson unit plan for 9th grade chemistry students
(SDU University, 2025) Tazhimuratov S.
STEM education-which encompassesscience, technology, engineering, and mathematics-is becoming a vital part of modern education as the demands of the 21st- century workforce evolve. In particular, there's a growing need to rethink how these subjects are taught to make them more engaging, hands-on, and directly tied to real-life situations. This project centers on the development of a dynamic chemistry unitspecifically designed for 9th-grade students. Rather than sticking to textbook-heavy instruction, the unit incorporates practical experiments, real-world connections, and collaborative group work to deepen students’ understanding of essential chemistry concepts. The goal is not only to improve academic outcomes but also to foster transferable skillssuch as critical thinking, creativity, teamwork, and problem-solving-skills that are increasingly valued in both higher education and future careers. The design ofthis unit alignswith national and international educationalstandards, ensuring that content remains rigorous while being accessible and relevant. A major focus is placed on connecting chemistry topics-like reactions, matter, and the periodic table-to everyday scenarios,such as cooking, environmental issues,or technology. This contextualized learning helps students see the point of what they're studying, which in turn can boost motivation and reduce disengagement often seen in traditional science classrooms. Additionally, the study examines how such an approach affects student outcomes, including academic achievement, engagement, and their attitudes towardSTEM as a whole. Preliminary observations suggest that students respond positively to lessons that are interactive and rooted in real life, showing increased participation and interest in the subject. Long-term, this model could serve as a framework for other educators aiming to bringSTEM subjects to life in a more student-centered and meaningful way.
PROJECT MANAGEMENT PRACTICAL WORKBOOK
(SDU University, 2026) Imankulova B.B.
This Practical Workbook supports a hands-on approach to project management. It helps you learn how to plan, organize, control, and close a project through real project documents and simple management tools. The workbook follows the full project life cycle and uses consistent logic, each topic leads to a practical output that a project manager can use in real work. The main goal of the workbook is to build applied skills, not only theoretical knowledge. For this reason, every part includes short explanations and a clear task. As you progress through the sections, you will create a complete project documentation package: from the project charter and stakeholder register to the schedule baseline, risk register, status reports, and final report. At the end, you will have a structured set of materials that reflect professional project management practice. This workbook can support individual work or teamwork. It fits academic courses, training programs, and independent study. It also suits different project types, because the templates and steps remain the same even when the project topic changes.
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(2026) test1