Browsing by Author "Kymbat Smakova"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Intercultural communicative competence in English language teaching in Kazakhstan
    (Issues in Educational Research, 2020) Kymbat Smakova; BethAnne Paulsrud
    In recent years, the significance of intercultural communicative competence (ICC) development has been widely recognised in foreign language education, with language teachers expected to encourage the development of ICC in their learners. The current study aims to investigate how Kazakhstani EFL (English as a foreign language) teachers from English-medium schools perceive ICC and to what extent their beliefs are integrated and reflected in their reported teaching practices. Employing a questionnaire, qualitative and quantitative data were collected from 103 EFL teachers. The findings reveal that the teachers are aware of the concept of ICC and the role of teaching interculturally oriented objectives. However, the implementation of these has not yet been integrated on a regular basis in their actual teaching and thus requires greatersupport and promotion.
  • Thumbnail Image
    ItemOpen Access
    PROJECT-BASED LEARNING (PBL) IN A CLIL CLASSROOM: THE CASE OF KAZAKHSTAN
    (SDU University, 2024) Balzhan Sengerbekova; Kymbat Smakova; Viktor Avasi
    This study investigated the effects of project-based learning (PBL) on English language development during a biology lesson within CLIL context. The object of the study was PBL, while the purpose of the study was to investigate the effects of PBL on CLIL development in learners. This qualitative research was conducted at three schools in Kazakhstan using three CLIL classes teaching biology in English. Data was collected in parallel through classroom observations and focus group interviews. The research findings revealed that PBL significantly improved classroom climate during CLIL implementation and that both teachers and students perceived PBL positively despite the shortcomings associated with a large time commitment and the difficulty of objectively assessing group performance. The results of the study can help school authorities improve the quality of CLIL practices in light of PBL.