SDU University Bulletin: Pedagogy and Teaching Methods

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Open Access
Analysis of the implementation of child-friendly programs in building an anti-bullying culture in elementary schools: a case study at SDN 37 Cakranegara
(SDU University, 2025) Alfina; Arman Maulana
This study aims to analyze the implementation of the Child-Friendly School Program (SRA) in building an anti-bullying culture at SDN 37 Cakranegara. Using a qualitative approach with an intrinsic case study design, data were collected through in-depth interviews, observations, and documentation, then analyzed using the Miles and Huberman Interactive Model. The results show that although the school has a structural commitment and has succeeded in reducing physical bullying, the implementation of SRA is still in the socialization stage and has not been fully integrated into the curriculum and school culture, where verbal and mild social bullying behaviors are still evident. In conclusion, systemic strengthening is needed, such as structured teacher training and the development of operational guidelines, so that SRA can transform students' understanding of anti-bullying in a profound and sustainable manner.
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BENEFITS AND CHALLENGES OF PEER ASSESSMENT IN HIGHER EDUCATION: A COMPREHENSIVE LITERATURE REVIEW
(SDU University, 2025) Amina Aisarova; Aizhan Amangazina
Peer 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.
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 Yaylacı
This 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.
Open Access
CODE-SWITCHING IN DIALOGUES AMONG YOUNG INDIVIDUALS FROM KAZAKHSTAN
(SDU University, 2023) Myrzabek A.; Amangazina A.; Moldagaliyeva I.
This research investigates the varieties and communicative purposes of codeswitching (CS) among the youth demographic in Kazakhstan. Centered around specific research questions, the researchers investigate the complex dynamics of CS within Kazakhstan's bilingual environment. Four young individuals studying abroad participated in a focus group interview, and the results showed a range of code-switching occurrences, from intra-sentential to tag-switching, and differing levels of ability to switch codes. There are various reasons why people switch codes, such as habit or choosing the best language for a conversation. Findings were discussed with a focus on the expressive and referential functions observed among young Kazakh adults. The comfort level of speakers in a given language and audience familiarity are factors that affect code- switching. The paper acknowledges its limits and proposes directions for future investigation, promoting the examination of other factors that may impact code - switching among young Kazakh adults.
Open Access
DIFFERENTIATION OF HOMEWORK IN PHYSICS TO IMPROVE THE ACHIVEMENTS OF 9TH GRADE STUDENTS IN SECONDARY SCHOOLS IN KAZAKHSTAN
(SDU University, 2025) Dadayev Aslan
This 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.
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EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN
(SDU University, 2025) Alina Fazilova; Aizhan Kayip
Prolific 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.
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EFL TEACHERS’ PERCEPTIONS OF LESSON STUDY IMPLEMENTATION IN SECONDARY RURAL SCHOOLS THROUGH THE INTERDISCIPLINARY APPROACH
(SDU University, 2023) Ichshanova Zh.; Kassymova G.
Lesson study approach is widely used in various countries to develop teachers’ pedagogical and instructional knowledge. The purpose of this study is to explore how Kazakhstani EFL teachers perceive the effectiveness of Lesson Study implemented through an interdisciplinary approach. Five EFL teachers from a secondary rural school who were the members of the interdisciplinary group of the Lesson Study participated in semi-structured interviews. The respondents indicated that the Lesson Study through the interdisciplinary approach had significantly improved their pedagogical and instructional knowledge. However, they also indicated that they experienced some challenges in the process, such as time consumption, observation of case students, and support from the administration of school.
Open Access
EVALUATING THE EFFECTIVENESS OF A PEER TUTORING PROGRAM FOR ENGLISH LANGUAGE SUPPORT
(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Alfira Makhmutova; Leslie Haas
This study investigates the impact of a peer tutoring initiative at a university in Uzbekistan designed to help students struggling with English proficiency in an English-Medium Instruction (EMI) environment. Although the institution requires a minimum IELTS score of 5.5 for admission, faculty observed that many students still encountered difficulties, especially in speaking and writing. To address these challenges, a pilot peer tutoring program was introduced, offering structured language support through volunteer student tutors. The research employed a mixed methods design, utilising pre- and post-program surveys, tutor session reports, and faculty feedback. Results demonstrated marked improvements in students’ confidence and English skills, with speaking emerging as the central area of concern for 75% of participants. After the program, 83.3% of students reported greater confidence in using English, and tutors observed high participation rates, with 76.9% of tutees actively engaged in sessions. Despite this, tutor recruitment and retention, inconsistent attendance, and gaps in institutional support posed challenges to program sustainability. The findings attest to the effectiveness of peer tutoring as a means of supporting languages in EMI environments but emphasise the importance of formal tutor training, designated tutorial spaces, and incentives in an attempt to enhance long-term outcomes. More research is recommended to measure the effect of the program on grades as well as long-term language acquisitio
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EXPLORING ACADEMIC AND NON-ACADEMIC IMPACTS OF SINGLE-GENDER VERSUS COEDUCATIONAL SCHOOLING
(СДУ хабаршысы - 2023, 2023) M. Kozha
Abstract. School education is the foundation for a person's lifelong education. Consequently, providing students with a comfortable learning environment has significant importance. A vast amount of education research is focusing on the type of schooling. However, the question of which type of schooling leads to higher academic achievement remains unclear. This article is an exploratory literature focusing on the academic and non-academic advantages and disadvantages of single-gender versus coeducational schooling. The review showed that research on single-gender versus coeducational schools covered both academic and non-academic issues. It appears that in some contexts, both types of schooling show better academic outcomes. Further research is needed to understand how contextual or organizational factors may influence these differences.
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 Jandildinov
Formative 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.
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GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES
(SDU University, 2025) Alfira Makhmutova
This 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.
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PECULIARITIES OF EDUCATIONAL DISCOURSE
(SDU University, 2023) Zhaksybayeva A.
This article delves into the intricate world of educational discourse, highlighting its multifaceted nature and pivotal role in contemporary education. Educational discourse encompasses a broad range of conversations, debates, and discussions surrounding education, spanning topics such as pedagogy, educational policies, sociocultural issues, and more. Drawing from various disciplines like psychology, sociology, philosophy, linguistics, and beyond, it offers a comprehensive understanding of the intricacies of modern education. The article explores the practical applications of educational discourse, providing evidence from studies that demonstrate how meaningful dialogues, including Socratic questioning and dialogic interactions, enhance learning outcomes and critical thinking skills. This article employs a mixed- methods research approach to examine the impact of educational discourse on various aspects of education. The qualitative component involves in-depth case studies, such as the exploration of dialogic interactions in science education. These case studies employ qualitative data collection methods, including participant observations, interviews, and content analysis of educational discourse.
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PERCEIVED CHALLENGES AND SOLUTIONS TO FOREIGN LANGUAGE ANXIETY IN READING
(SDU University, 2025) Dilnur Zhuman; Saule Tulepova; Kuralay Zhampeiis
This 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.
Open Access
Researching the user experience of students with special educational needs using virtual chemistry laboratories
(SDU University, 2025) Assel Absattarova; Halit Yilmaz Satilmis; Danara Raikhanova; Gulmira Bekenova
Students with special educational needs often face significant barriers in chemistry lessons, especially in traditional chemical laboratory settings. Currently, this work is relevant because it is aimed at identifying key barriers preventing their participation in chemistry lessons, as well as studying the perception of a virtual laboratory by students with special educational needs. The aim of the work was to investigate what obstacles students with disabilities face in traditional chemistry lessons and how their experience changes when using a virtual laboratory. Open interviews with seven students with disabilities were processed using the method of thematic analysis. The analysis revealed four main barriers in the traditional learning format: 1) accelerated pace of material submission, 2) lack of practical interaction, 3) physical limitations, 4) emotional and emotional limitations. The virtual laboratory has overcome these obstacles by providing security, individual pace of work, multimodal visualization, and an enhanced sense of meaningful participation. The participants noted an increase in self-confidence, a decrease in anxiety in the classroom and an increase in motivation for the subject. The results confirm the potential of virtual environments as an inclusive tool that promotes equal participation of all students in a unified educational process.
Open Access
SHAPING FUTURE SCIENTISTS: THE ROLE OF IZHO IN INFLUENCING STEM INTERESTS AND SKILL DEVELOPMENT AMONG HIGH SCHOOL STUDENTS
(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Akniyet Issain; Nazarali Aitjanov; Halit Yilmaz; Azatzhan Baitekov; Samat Maxutov
This study examines the impact of participation in the International Zhautykov Olympiad (IZhO) on high school students' perceptions of 21st-century skill development and STEM career aspirations. Using a mixed-methods approach, the research investigates gender differences, variations across STEM specializations, age-related trends, school-type influences, and the effect of repeated participation. The findings revealed significant gender differences, with female students reporting greater improvements in Presentation, Scientific Thinking, and Collaboration skills compared to males. No significant differences were observed across STEM specializations, suggesting that IZhO contributes similarly to skill development across Mathematics, Physics, and Informatics students. Age analysis indicated that younger students (13–14 years old) perceived greater skill enhancement than older groups, particularly in General Skills, Presentation, and Problem Solving. Vocational school students reported the highest perceived benefits in Technology skills compared to public and private school counterparts. Additionally, a moderate frequency of Olympiad participation (10–20 times) was associated with the greatest improvement in Critical Thinking skills.These findings highlight the potential of Olympiad participation to foster essential skills and inspire STEM career aspirations. They also suggest the need for tailored interventions to address age- and gender-specific needs, maximize benefits for all school types, and explore strategies to sustain students' engagement over repeated participation. The study underscores the value of STEM competitions in preparing students for future academic and career success.
Open Access
SIR DERYA BÖLGESİ´NİN ETNİK OLUŞUMUNUN TARİHİ SÜRECİ (VI-XIII YY.).
(СДУ хабаршысы - 2023, 2023) Shalbayev A.; Moldabaeva D.
Özet. Orta Asya Türki cumhuriyetlerinin orta çağ tarihi genel Türk tarihi açısından bir bütün olarak incelenmesi önem arz etmektedir. Orta Asya bölgesinde kendi coğrafi özelliği, etnik yapısı, iktisadi üretim biçimleri ve kültürel hayatı bakımından önem arz eden ehemiyetli birkaç yöre bulunmaktadır. Bunlardan birisi de Sır Derya veya Sır yöresidir. Sır Derya Havzası, eski çağlardan beri insanoğlunun yaşadığı bir bölgedir. Türklerin ata yurdu olan Orta Asya’nın can damarı mahiyetindeki Seyhun ile Ceyhun vadilerinin eski bir medeniyet merkezi olduğu kaynaklarca da ifade edilmektedir. Burası Z. V. Toğan’ın tabiriyle sadece “Kent Türkleri”nin yerleşik hayat yaşadığı bölge değil aynı zamanda, çeşitli etnik unsurlapın, kültürlerin buluştuğu ve harmanlaştığı bölgedir. Orta Asya Türk halklarının etnik yapısı incelenirken, bu meselede kendine özgü yeri ve katkısı olduğunu düşündüğümüz Sır Derya bölgesi´nin ayrıca üzerinde durulması gerektiğine inanıyoruz.a
Open Access
STRATEGIES TO OVERCOME FLA: TEACHERS' VIEWS
(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Zhuldyz Khassen; Saule Tulepova; Dameli Alimbayeva
This study aims to identify efficient strategies to overcome and reduce foreign language anxiety (FLA) among English as a Foreign Language (EFL) students. 9 EFL teachers from the university shared their views toward FLA and reported their strategies to reduce FLA. Using a qualitative method, semi-structured interviews were conducted. The findings showed that several effective strategies may help to overcome FLA among students. The strategies have included creating a supportive atmosphere and classroom environment, using engaging teaching methods, and helping students build confidence. This study contributes to the existing findings of FLA while comparing the teachers’ effective strategies.
Open Access
STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT
(SDU University, 2025) Yekaterina Nam; Davronzhon Gaipov
English 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.
Open Access
TEACHER FEEDBACK ON WRITTEN WORKS: KAZAKHSTANI EFL TEACHERS’ PERSPECTIVES
(SDU University, 2025) Madina Kazybay; Akmarzhan Nogaibayeva; Didik Hariyanto; Gulzhaina Kassymova
This qualitative study aims to explore Kazakhstani English as a foreign language (EFL) teachers’ perspectives on teacher feedback on written works, as well as exploring their feedback provision practices, and challenges. The data was collected using semi-structured interviews with teachers from public, specialized, and international schools in Almaty, Kazakhstan. Transcribed collected data was analyzed through thematic analysis. The findings of the study demonstrate that feedback on written works is crucial in improving students’ writing skills. Participants favored selective feedback or feedback that is provided following the goal of the writing assignment. It was also revealed that some teachers favored direct feedback while others prioritized indirect feedback, believing it would encourage students in deep and independent learning. Additionally, insufficient time and a large number of written works to check, confusing handwriting, and cheating acts as plagiarism and overuse of AI tools are reported to be challenges faced by participants.
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 Mergul
This 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.