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    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.
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    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.
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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.
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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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    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.
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    A CONCEPTUAL FRAMEWORK OF AI TOOLS AS A COGNITIVE TOOL IN HIGHER EDUCATION
    (SDU University, 2026) Mukash Zh.; Naurisbayeva A.; Bakranova D.; Noorazlan M.
    The rapid adoption of artificial intelligence (AI) technologies in higher education has attracted growing academic interest. At the same time, it has raised concerns among teachers. While existing research largely emphasizes technological efficiency or academic integrity risks, fewer studies address how AI can be pedagogically integrated to support learning without undermining students’ cognitive engagement. The study synthesizes peer-reviewed literature in the areas of AIsupported learning, educational technology, and higher education using an analytical and theoretical research design. This study develops a pedagogical framework that conceptualizes AI as a cognitive tool rather than a substitute for human thinking. The proposed framework conceptualises the AI tool as a cognitive tool operating through three connected functions in pedagogy: scaffolding, cognitive support, and reflection. These roles are integrated into a logical framework based on constructivist and sociocultural learning theories. By providing a logical and practically useful model for ethical AI integration in higher education, the study enhances AI-enhanced teaching.
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    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.
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    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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    PRE-SERVICE TEACHERS’ AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE FOR LEARNING IN UNIVERSITIES IN KWARA STATE, NIGERIA
    (SDU University, 2026) Abubakar S.; Samuel K. A.; Oyeyemi J.J.; Okanla F.B.; Pelumi Z.M.
    Pre-service teachers' familiarity and proficiency with AI tools are crucial for effectively integrating these innovations into future classrooms. Yet, limited research exists on AI awareness and utilization among pre-service teachers in Nigerian universities, particularly in Kwara State. This study, therefore, explored the state of AI awareness and utilisation among pre-service teachers in universities in Kwara State. A descriptive research approach of survey type was employed. The population for the study was all pre-service teachers in universities in Kwara State, Nigeria. Two hundred (200) pre-service teachers were sampled for the study using stratified sampling technique. A researchers’ self-developed questionnaire was used for data collection while the data collected for this study were analysed using mean and percentage to answer the two research questions while independent t-test was used to test the hypotheses postulated for this study at 0.05 level of significance. The findings indicate that the level of awareness of Artificial Intelligence for learning was high among pre-service teachers in universities in Kwara State. It was also revealed that the level of utilisation of Artificial Intelligence for learning was low among pre-service teachers in universities in Kwara State. Statistical analysis using independent t-tests revealed no significant differences in AI awareness and utilization based on gender of the respondents. It was however recommended that training on usability of AI should be organised for pre-service teachers so as to ensure effective use of AI.
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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.