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Item Open Access EFL Teachers’ Perceptions of Linguo-coaching(2024) Palmanova A.The purpose of this study is to explore EFL teachers’ perceptions of linguo-coaching as an approach to teaching adult learners in Kazakhstan, focusing on its advantages and challenges. The study involved 11 EFL teachers working at universities, private language schools, and as independent tutors. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights into the participants’ experiences and reflections. Data were analyzed thematically to address the research questions. The findings indicate that linguo-coaching offers significant benefits, including enhanced learner autonomy, motivation, and personalized learning. Participants highlighted the effectiveness of tools such as the GROW Model and the language wheel in facilitating goal-setting and reflective practices, fostering self-directed learning among adult learners. However, challenges such as limited teacher training, institutional constraints, and resource limitations were also identified. Teachers emphasized the need for professional development programs to equip them with the competencies necessary for implementing linguo-coaching effectively. This study contributes to the growing body of literature on linguo-coaching by providing insights into its application in the EFL context of Kazakhstan. It highlights the potential of linguo-coaching to transform traditional language teaching methodologies while addressing barriers to its integration. The findings have implications for educators, policymakers, and researchers seeking to modernize language teaching practices. Future research could expand on this study by including learner perspectives and exploring the longterm impact of linguo-coaching on language proficiency.Item Open Access Using ICT Applications in EFL Teaching: Challenges and Experiences of Novice vs. Experienced English Teachers(Suleyman Demirel University, 2022-06-24) Akniyet YermekkyzyThe aim of this research is to investigate the challenges and experiences of novice vs. experienced English teachers in using ICT applications. The data was gathered through semi-structured, in-depth interviews as part of a qualitative study. The qualitative data were analyzed using thematic analysis. The participants of the study are 20 novice and experienced English teachers of secondary schools. Thematic analysis of the data found that the biggest difference between novice and experienced English teachers is in the variety of ICT applications used, since experienced teachers use government-mandated applications, while novice teachers use different applications, and as well as government-mandated applications. Other than that novice and experienced teachers’ experiences and challenges turned out to be quite similar. EFL teachers use ICT applications for various purposes, but most commonly for lesson preparation. The challenges of both teachers were a lack of technology-supported pedagogical courses and a lack of time due to lack of internet connection and technical infrastructure. Implications for future research and recommendations for practice are provided.Item Open Access The use of ICT in EFL classrooms: A case study of a community college(Suleyman Demirel University, 2021-06-18) Aigul AkanThis study was conducted to determine how ICT is implemented in EFL teaching and learning in vocational educational institutions in Kazakhstan. The author has designed a questionnaire to examine the use of ICT in EFL classes and in private language learning. The questionnaire uncovers how teachers and students use ICT tools in the process of EFL learning and investigating, the main barriers and blind spots in ICT integration in EFL training in vocational educational institutions of Kazakhstan. The dissertation provides insight into how ICT applications are used in the EFL classrooms at Kazakhstani vocational education institutions; explores the digital competences of EFL instructors; and examines student-faculty cooperation in the EFL classroom.Item Open Access Readiness of Junior English Teachers for Implementing Inclusive Education in Secondary Educational Institutions in Kazakhstan(Suleyman Demirel University, 2020-12-25) Albina OralbayThe purpose of this research project is to examine the readiness of junior English teachers for the implementation of inclusive education in Kazakhstan. I study the challenges of junior English teachers in working with children who have special needs in Kazakhstani secondary schools. I also explore what could be done to address these challenges of inclusive English teaching in Kazakhstan. Semi-structured interviews were conducted with six junior English teachers who have had experience working in inclusive classrooms across Almaty public secondary schools. The findings suggest that despite having overall positive attitudes towards implementing inclusive instruction of English, junior teachers lack relevant training and resources that would enable them to successfully teach students with special needs. Based on this study, the lack of special education-oriented training could be addressed by introducing inclusive education courses in teacher training curricula and in professional development programs.Item Open Access The Development of the 1st year EFL Students’ Speaking Skills through the NEARPOD Platform(2024) Kenges N.This study investigated how the NEARPOD platform improved the speaking abilities of roughly thirty first-year EFL students at a university. Limited practice opportunities, an important fear of errors, coupled with a large lack of confidence, often obstruct many learners' speaking skills. NEARPOD's truly interactive tools make it a really great digital educational platform. These tools importantly increase students' active participation and speaking performance. The study used classroom observation and semi-structured interviews plus thematic analysis to assess NEARPOD's effect on speaking fluency vocabulary use in addition to confidence. The findings show that NEARPOD promotes interactive learning through many real-time feedback mechanisms, collaborative tasks, as well as several structured speaking activities. Many students reported importantly increased motivation, substantially reduced anxiety, along with greatly improved confidence while speaking. The platform's multimedia features, coupled with indispensable teacher guidance, importantly improved the communicative competence of many students. This study reveals important understandings into technology's effect on language learning. NEARPOD importantly improves the speaking skills of many EFL students.Item Open Access МӘТІНДІ ПРАГМАТИКАЛЫҚ ТАЛДАУ ЖӘНЕ ОНЫ ОҚЫТУДЫҢ ӘДІС-ТӘСІЛДЕРІ(2022) Валибаева Н.A.Диссертация жұмысының тақырыбы: Мәтінді прагматикалық талдау және оны оқытудың әдіс-тәсілдері Жұмыстың құрылымы: зерттеу жұмысы кіріспеден, екі тараудан (тараушалардан), қорытынды және пайдаланған әдебиеттер тізімінен тұрады. Диссертациялық жұмыстың көлемі: 86 бет, 14 кесте бар, зерттеу барысында 63 әдебиет қаралды. Кілт сөздер: мәтін, мәтін талдау, прагматика, функционалды сауаттылық, тілдік құралдар. Диссертация жұмысының бірінші бөлімінде мәтіндерге берілген анықтамаларға талдау жасалып, мәтінді зерттеудің аспектілері анықталды. Мәтінді зерттеудің прагматикалық аспектісіне мақсатты түрде арнайы орын беріліп, прагматиканың негізгі категориялары анықталды. Мәтін прагматикасының тілдік құралдары мен бейвербальды амалдары көрсетіліп. Осы орайда мәтін прагматикасына қатысты жазылған зерттеулерге, еңбектерге, газеттер мен ғылыми конференцияларда, арнайы сайттарда жарияланған мақалалардан ақпараттар алынды. Диссертация | жұмысының екінші бөлімінде қазақ тілі оқулықтарындағы мәтіндер жинақталып, ол мәтіндерге құрастырылған тапсырмаларға талдау жүргізілді. Зерттеу нысаны етіп алынған 9-сыныпқа арналған «Мектеп», «Атамұра» және «Арман-ПВ» баспаларының 2019 жылы жарық көрген қазақ Тілі оқулықтарында берілген мәтіндер, тапсырмалар бірбірімен салыстырылып, қарастырылды. Мәтіндерге құрастырылған тапсырмалардың негізінде олардың мәтінді құрылымдық, мазмұндық және прагматикалық жағынан қандай аспектіден анықтайтындығы сараланды. Мәтінді прагматикалық тұрғыдан зерттеудің оқушылардың функционалдық сауаттылығын қалыптастыруда және анықтауда маңыздылығына баса назар аударып, мәтінді прагматикалық талдауға қатысты тиімді әдіс-тәсілдер ұсынылды. Зерттеу жұмысында қарастырылған әдіс-тәсілдерді пайдалана отырып эксперимент жүргізілді. Эксперимент нәтижесі бойынша тиімді тест түрлері, тапсырмалар мен жаттығулар анықталды. Диссертация жұмысының қорытынды бөлімінде мектеп оқулығында мәтіндерді прагматикалық талдауға қатысты тапсырмалардың аздығы анықталып, мәтінді тиімді талдауға қолданылатын тиімді тапсырмалар кешені көрсетілді. Ұсынылған әдістерге негізделіп құрылған тапсырмалардың оқушылардың мәтіннің мәнін түсінудегі және функционалдық сауаттылықты арттырудағы маңызы айқындалды.Item Open Access Digital storytelling in EFL teaching in Kazakhstan(Suleyman Demirel University, 2021-06-18) Nazerke BakytThe purpose of this paper is to study the use of digital storytelling in teaching English as a foreign language in Kazakhstani educational institutions. To examine English teachers’ experiences, practices, and attitudes towards using digital storytelling in the teaching process, we utilized semi-structured interviews. The study was conducted among in-service early career English teachers working in public and private secondary schools. The findings suggest that English teachers use digital storytelling in their teaching but not very frequently. Study participants also indicated that they would benefit from additional training and experience with using digital storytelling as a teaching technique in their work. According to the participants, the main barriers to using digital storytelling in the classroom are the lack of technology, teachers’ methodological preparation, and time limitations. Despite these barriers, the teachers who participated in the study appreciate the substantial benefits of using digital storytelling in teaching English such as enhanced opportunities for developing students’ speaking skills, creativity, and critical thinking.Item Open Access Gaps in EFL Achievement, Proficiency and Classroom Behavior among students with Kazakh versus Russian Language of Instruction: Evidence from rural public school in Kazakhstan(Suleyman Demirel University, 2022-06-24) Sadykbekova A.The study is devoted to how English is studied by students whose language of instruction is Kazakh or Russian. I use administrative data from a rural school to explore differences in English achievement, proficiency, and classroom behavior of students who study in Kazakh and in Russian. My findings show that there are small gaps in these three aspects. While Kazakh-language students tend to have higher achievement grades, their proficiency is not much higher than that of Russian language students. Classroom behavior-wise, Kazakh language students talk less during class compared to their Russian language counterparts.Item Open Access Developing students’ grammar skills using “Learning English grammar tenses” application at the intermediate level(Suleyman Demirel University, 2021-06-18) Karman A.This research looks specifically at using the mobile application as a material resource and how to prepare and manage the grammar lesson at the intermediate level, at the secondary school. This dissertation presents practical tasks aimed at developing grammar skills. The main goal of thіs study is to identify effective tasks that can be performed with the help of mobile devices as well as with the “Learning English grammar tenses” application.Item Open Access Typology of Communicative Exercises in the Formation of Intercultural Communicative Competence at Upper-Intermediate (B2) Level(Suleyman Demirel University, 2013) Doganay YakupThe novelty of the research is presented in the current paper and in disclosure of the meaning of linguistic and cultural expertise is achieved and methodological principles are proven; cognitive lingua-cultural model of expertise is finalized; basic ideas as a method of didactic management are developed efficiency of lingua-cultural formation process is provided and proved in Kazakhstan for Kazakh, Turkish and Russian origin students. Furthermore, awareness of instructors of the peculiarities of the communicative behaviors and the impacts of use of culture-based activities in the language classroom are demonstrated.