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Item Open Access THE INFLUENCE OF ONLINE ENGLISH LANGUAGE INSTRUCTION ON ESL LEARNERS FLUENCY DEVELOPMENT(СДУ хабаршысы - 2021, 2021) A.Y. AkanAbstract. The aim of this article is to show the possibilities which are revealed to ESL learners in Kazakhstan who focus on studying via the Internet. Globalization and technical progress change the nature of studying, and you can see how learning process becomes faster, more productive and sometimes less personalized. However the assistance of a real teacher is still important, the Internet has made students more independent and flexible. Now a student has a choice of videos, books and exercises to follow during his learning time. It is also important that a student can consult the teacher who is online during the day. In this article the author also touches upon different learning strategies of students which are connected with their generation.Item Open Access COMPARISON OF NATIVE AND NONNATIVE TEACHERS IN ICC DEVELOPMENT(СДУ хабаршысы - 2017, 2017) A. Baimuratova; Y. DoganayAbstract. The issue of comparing native and nonnative teachers has long been an object of debates as well as the opinions of the learners about it. Actually it is confirmed to think that native English-speaking teachers (NESTs) are the gold standard of spoken and written language in comparison with nonnative English-speaking teachers (non-NESTs) who are customarily taken as inferior educators because they adopt these innate linguistic skills. But does this perception correspond with the real situation? This article reports on research carried out with Galaxy international school students exploring the advantages and disadvantages of learning English from NESTs and nonNESTs in the field of ICC. Contrary to the above consideration, our research illuminated a number of perceived advantages and disadvantages in both types of teachers. Students viewed NESTs as models of pronunciation and correct language use, as well as being repositories of cultural knowledge, but they also found NESTs poor at explaining grammar, and their different cultures created tension. Non-NESTs were perceived as good teachers of grammar, and had the ability to resort to the students’ first language when necessary. Students found classroom interaction with non-NESTs easier because of their shared culture. Non-NESTs’ pronunciation was often deemed inferior to that of NESTs, but also easier to comprehend. Some respondents advocated learning from both types of teachers, depending on learners’ proficiency and the skills being taught.