2025
Permanent URI for this community
Browse
Browsing 2025 by Subject "challenges"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Open Access BENEFITS AND CHALLENGES OF PEER ASSESSMENT IN HIGHER EDUCATION: A COMPREHENSIVE LITERATURE REVIEW(SDU University, 2025) Amina Aisarova; Aizhan AmangazinaPeer assessment has been described as a collaborative method of assessment that promotes active and reflective learning. It is particularly useful in the higher educational context since university students are required to be involved in more autonomous and student-centered activities. Therefore, university instructors should consider alternative forms of assessment. However, peer assessment is often neglected by instructors, and students are not prepared to employ peer practices. The aim of the current literature review is to analyze the previous studies on peer assessment in higher education. Particularly, it will describe the reasons for using peer assessment, its forms, and the benefits and challenges of employing peer assessment in higher education. Therefore, the findings will raise the awareness of teachers and students regarding the advantages and limitations of peer assessment techniques. To achieve this goal, the review of 30 articles, which were related to the implementation of peer assessment in higher education is presented. The articles were selected from various databases, namely Google Scholar, ERIC, and JSTOR, between the years 2015 and 2024.Item Open Access CHALLENGES FACED BY HIGH SCHOOL STUDENTS IN PREPARING FOR THE ENGLISH EXAM AT UNT IN KAZAKHSTAN(SDU University, 2025) Aigerim Anuarbekova; Mehmet Ali YaylacıThis study examines some primary challenges faced by 11th-grade students at Dostyq School in Kazakhstan as they get ready for the English section of the Unified National Testing (UNT). From semi-structured interviews of 15 students, a few themes that recurred emerged. Participants reported many difficulties with vocabulary acquisition, reading comprehension, and grammar, which they identified as definite barriers to achieving high scores. Exam-related stress was also of important concern, with many students expressing feelings of anxiety and pressure leading up to the test. Some students considered preparing for the IELTS exam, with the possibility of converting IELTS scores into UNT points, while feeling unprepared in terms of time and language skills. Many students relied upon external support, such as several private tutors, multiple group courses, or diverse online platforms, including Juz40, EDUCON, KURSANT, and YouTube. However, many people noted that these resources frequently lacked some personalized guidance that they needed. They required this guidance to address their particular weaknesses. Students highlighted the emotional strain from parental expectations, in addition to academic challenges. These findings suggest a need for much more accessible as well as tailored preparatory materials, in addition to stronger emotional together with motivational support systems that better equip students for the demands of the English UNT.Item Open Access THE IMPACT OF PROJECT-BASED LEARNING ON STUDENTS’ MOTIVATION IN FOREIGN LANGUAGE LEARNING: A COMPREHENSIVE LITERATURE REVIEW(SDU University, 2025) Laura Lyadova; Kulakhmetova MergulThis literature review explores the level of motivation when introducing Project-Based Learning (PBL) in the mainstream classes of the foreign language. A particular attention is given to its application in language education, highlighting benefits and possible challenges. This review synthesizes findings from various research studies that highlight the benefits of PBL, including increased engagement, deeper conceptual understanding, and faster language retention. Despite the fact that PBL stimulates students to acquire a foreign language, there are some challenges, such as the need for additional guidance, lack of teacher training and assessment techniques. Although the review highlights the exceeding advantages of PBL over traditional teaching methods, it also emphasizes the positive application of balanced approach for improving academic excellence of students. Moreover, the literature review takes into considerations the essence of cultural factor and suggest longitudinal application of PBL for identification of long-term effects on students’ motivation to learn a foreign language. The review provides a foundation for further empirical research on integrating PBL into educational curricula and offer essential insights into its best practices in foreign language classrooms. To reach the assigned aim, the synthesized research articles have been taken from the following data bases, such as Google Scholar, Research Gate, JSTORE, and Web Science with prevailing number of them conducted between the period of 2018 and 2024.