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Item Open Access TEACHERS’ PERCEPTIONS ON THE EFFECTIVENESS OF MAKATON IN A NURSERY CLASSROOM(Global Trends and Values in Education, 2020) Sin A.The present study examined teachers’ perspectives of a visual support based language teaching tool ‘Makaton’ for preschool students in early years classrooms. Despite being used worldwide, only a few studies on Makaton as a tool to support spoken English in preschool education were conducted. This paper focuses on a study of Makaton being used at a school in the capital of Kazakhstan where students learn English as a foreign language. The qualitative case study drawing on data from class observations and interviews with teachers focused on the extent to which teachers believe this tool facilitates the development of basic functional English for EY learners. This paper will share results which reveal teacher perceptions of the positive benefits Makaton has on the development of language for ESL students and challenges in using this tool in an EY environment. The results are useful for EY pedagogues who are interested in exploring alternative methods to support preschool English learners. It is also a novelty study as Makaton is not widely used and there has not been any research done on Makaton as an ESL teaching tool in the context of Kazakhstani EY education. Therefore, this paper aims to stimulate dialogue on the use of Makaton in the local context.Item Open Access TEACHERS’ PERCEPTIONS ON THE EFFECTIVENESS OF MAKATON IN A NURSERY CLASSROOM(Suleyman Demirel University, 2020) Anna SinThe present study examined teachers’ perspectives of a visual support based language teaching tool ‘Makaton’ for preschool students in early years classrooms. Despite being used worldwide, only a few studies on Makaton as a tool to support spoken English in preschool education were conducted. This paper focuses on a study of Makaton being used at a school in the capital of Kazakhstan where students learn English as a foreign language. The qualitative case study drawing on data from class observations and interviews with teachers focused on the extent to which teachers believe this tool facilitates the development of basic functional English for EY learners. This paper will share results which reveal teacher perceptions of the positive benefits Makaton has on the development of language for ESL students and challenges in using this tool in an EY environment. The results are useful for EY pedagogues who are interested in exploring alternative methods to support preschool English learners. It is also a novelty study as Makaton is not widely used and there has not been any research done on Makaton as an ESL teaching tool in the context of Kazakhstani EY education. Therefore, this paper aims to stimulate dialogue on the use of Makaton in the local context.Item Open Access AI chatbots in Second Language Acquisition and Learning: Teachers' and Students' Perspectives in Higher Education(SDU University, 2026) Abykhanov B.The emergence of Artificial Intelligence technology has affected most of the fields. The field of education is among them as well. The educators and students have access to artificial intelligence. It can be stated that it is being used for various purposes by educators and students alike. Therefore, there is a need for more research on artificial intelligence in education. This study aimed to investigate the perspectives of second foreign language teachers and students on the use of artificial intelligence chatbots. In order to investigate the perspectives of teachers and students, the study employed a qualitative descriptive research design. The researcher conducted semi – structured interviews and observations. The participants were 24 in total. Participants were seven second language teachers and were five second (18 - 19 year olds), five third (20 - 21 year olds), and seven fourth (21 - 22 year olds) year students. The major of the students were Foreign Language: Two Foreign Languages and Translation Studies. The data collected during the interviews and observations was analyzed thematically. The findings indicated that SFL teachers use AI chatbots such as ChatGPT, Gemini, Deepseek, Groc - 3, and Doubao. As regards to students, they use ChatGPT, Gemini, Deepseek, and Doubao. SFL teachers mostly used AI chatbots to generate tasks for the students and to correct their syllabuses. As per the students, the students used AI chatbots for grammar, vocabulary, speaking practice, preparation for the tests, and feedback. SFL teachers and students acknowledged the challenges of using AI chatbots such as inability to detect pronunciation, mistakes in grammar and identification of the context.