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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 DIFFERENTIATION OF HOMEWORK IN PHYSICS TO IMPROVE THE ACHIVEMENTS OF 9TH GRADE STUDENTS IN SECONDARY SCHOOLS IN KAZAKHSTAN(SDU University, 2025) Dadayev AslanThis study examines the impact of differentiated homework assignments on the academic achievements of 9th-grade students in physics within secondary schools in Kazakhstan. The research employs a mixed-methods approach, incorporating both qualitative and quantitative data collection techniques, including pre- and post-assessment tests. The study aims to determine whether tailored homework assignments, based on students' proficiency levels and learning styles, enhance their understanding and performance in physics. Findings indicate that differentiation in homework positively affects student engagement, comprehension, and overall academic success. The research highlights the necessity of personalized learning approaches in physics education. This study contributes to the broader discourse on effective teaching methodologies and underscores the role of homework customization in fostering student achievement.Item Open Access EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN(SDU University, 2025) Alina Fazilova; Aizhan KayipProlific advancements in the sphere of Artificial Intelligence in Education and Artificial Intelligence, in general, beg the questions of how these technologies could be implemented in the English as a Foreign Language sphere and what English as a Foreign Language teachers’ attitudes towards Artificial Intelligence-generated lesson plans are. In this research paper, the attitudes of Kazakhstani secondary school English as a Foreign Language teachers towards the use of Artificial Intelligence-generated lesson plans have been explored. Through analyzing responses from an online survey, the study identifies several prominent themes that reflect the overall attitudes of teachers towards Artificial Intelligence-generated lesson planning. The study employed qualitative research design and involved 27 participants. Their attitudes were collected via an open-ended questionnaire and analyzed with thematic analysis. The results indicate that AI-generated lesson plans can have a positive impact on student learning outcomes, with the guidance and adjustments made by teachers. However, concerns about automation bias and the lack of personalization in the plans are also identified. The benefits of lesson planning generated by Artificial Intelligence include efficiency, customization, and innovative ideas, while drawbacks include inflexibility in unanticipated situations and a lack of specificity in students' needs. The study concludes that teachers express overall positive attitudes towards the use of Artificial Intelligence-generated lesson plans. According to the results, English as a Foreign Language teachers believe that they offer a range of benefits for teachers and can potentially enhance student learning outcomes when used in conjunction with teacher modifications and adjustments.Item Open Access FORMATIVE ASSESSMENT IN KAZAKHSTAN’S ENGLISH LANGUAGE CLASSROOMS: A NARRATIVE REVIEW OF CURRENT PRACTICES AND THE ROLE OF AI TOOLS(SDU University, 2025) Aidos Myrzabek; Gaukhar Yersultanova; Medet JandildinovFormative assessment (FA) has emerged as a critical component of effective teaching and learning, providing ongoing feedback that guides both teachers and students in improving educational outcomes. This narrative literature review examines the implementation of formative assessment in Kazakhstan’s English language classrooms and explores how artificial intelligence (AI) tools are enhancing and could further enhance these practices. The review synthesizes international and local research on FA – defining its key concepts, components, benefits, and challenges – within the context of Kazakhstan’s recent education reforms that mandate a criteria-based (formative) assessment system. It also discusses current applications of AI (such as adaptive learning platforms, natural language processing for feedback, and AI-driven peer/self-assessment tools) in education, and considers potential future uses of AI to support teachers and learners in formative assessment. The findings indicate that while formative assessment is valued for improving student engagement and achievement, Kazakhstani teachers face challenges in its implementation, including large classes and shifts in ingrained grading practices. AI technologies offer promising solutions to personalize feedback, automate routine assessment tasks, and inform data-driven instruction, albeit with the need for teacher training and careful integration. The review concludes with implications for educators and policymakers in Kazakhstan, emphasizing that blending proven formative assessment strategies with AI support can foster more responsive and effective English language teaching.Item Open Access GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES(SDU University, 2025) Alfira MakhmutovaThis study explores gender enrollment patterns in STEM and non-STEM disciplines at a university in Kazakhstan from 2020 to 2024, examining evolving gender dynamics in higher education. Using longitudinal data on enrollment, gender ratios, and Unified National Test (UNT) scores, the analysis reveals persistent gender disparities. Female enrollment in STEM fields remained stable at approximately 34% throughout the study period, contrasting with higher but gradually declining female participation in non-STEM fields, which decreased from 74.8% in 2020 to 68.9% in 2024. Despite statistical significance in changes across both STEM and non-STEM fields, the practical significance of these shifts is minimal, highlighting the challenges of addressing gender imbalances in STEM. Factors such as cultural norms, limited female role models, and curriculum biases are discussed as contributors to the disparity. This research emphasizes the need for targeted interventions and inclusive policies to foster greater female participation and retention in STEM disciplines. The findings also underscore the economic and societal relevance of equitable education, offering actionable insights for policymakers and educators to promote gender equity in Kazakhstan's higher education system. Ultimately, this study contributes to the broader discourse on gender dynamics in education, particularly in the context of Central Asia.Item Open Access PERCEIVED CHALLENGES AND SOLUTIONS TO FOREIGN LANGUAGE ANXIETY IN READING(SDU University, 2025) Dilnur Zhuman; Saule Tulepova; Kuralay ZhampeiisThis study explores the difficulties and coping strategies of students who have anxiety when reading in a foreign language. Through a qualitative thematic analysis of interviews with 8 master's students, three main themes emerged: the challenges in foreign language reading include vocabulary difficulties, text complexity, and speed constraints; emotional responses such as anxiety, self-doubt, and external pressures; strategies to overcome reading anxiety include vocabulary building techniques, digital tools, and peer support. The findings are significant in highlighting the importance of motivation, self-regulation and structured pedagogical interventions in reducing reading anxiety. Learners can be supported by educators by introducing pre reading strategies, encouraging collaborative learning and incorporating technology into teaching to help in improving comprehension and confidence. Limitations of the study include small sample size and reliance on self-reported data.Item Open Access STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT(SDU University, 2025) Yekaterina Nam; Davronzhon GaipovEnglish Medium Instructions (EMI) is a system that has become commonly adopted by numerous universities, and according to its specific peculiarities, EMI can deliver both opportunities and challenges to the learners. To prevent the challenges, some teachers implement code-switching into their lessons. This study is focused on students’ perceptions of teachers’ code-switching in EMI-context, considering TFL and Engineering students as representatives of students from Humanitarian and STEM faculties. Face-to-face interviews were conducted in this qualitative study. Eight participants: four students from the TFL faculty and four from the Engineering faculty, revealed their perspectives. The collected data was processed in thematic analysis. In conclusion, it was investigated that TFl-students’ perceptions of code-switching appear rather negative, contrasting with Engineering students’ perceptions. It was recommended for teachers to implement either code-switching or translanguaging strategically, in a deliberate manner, taking into account learners’ first languages, thus not leading to the phenomenon of discrimination.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.Item Open Access ВЛИЯНИЕ ИСПОЛЬЗОВАНИЯ МЕТОДА ПЕРЕВЕРНУТОГО КЛАССА В СРЕДНЕЙ ШКОЛЕ(SDU University, 2025) Жанел Шайхы; Мейиржан Нұрланұлы; Самат МаксутовВ течение многих лет система школьного образования представляла собой лекционно-разъяснительную форму преподавания, при которой ответственность учителя ограничивалась обязанностями информатора и оратора. Но по мере развития нашего общества менялись и цели и стандарты системы образования. Время требует включения активных методов обучения и творческих педагогических вмешательств в школьную систему, чтобы способствовать развитию когнитивных навыков и навыков мышления более высокого порядка,и тем самым защитить учеников от немотивированного, инертного поведения. В данной работе исследуется влияние перевернутой методики обучения на мотивацию учащихся старшей школы по математике. Основная цель этой статьи - продемонстрировать эффективность перевернутого класса в улучшении показателей академической успеваемости учащихся, связанных, в частности, с мотивацией. Мы провели статистический анализ после отбора для эксперимента выборки из 26 старшеклассников. Взяв пре-тест и посттест, состоящий из 33 вопросов, от участников эксперимента, и проанализировав данные с помощью t-критерия, мы обнаружили, что уровень мотивации у девятиклассников значительно повысился. Эта статья убедительно демонстрирует, что стратегии, используемые в перевернутом классе, оказывают положительное влияние на отношение и мотивацию учащихся к предмету.