16 results
Search Results
Now showing 1 - 10 of 16
Item 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 MergulThis 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.Item 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 JandildinovFormative 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.Item Open Access ГИБРИДТІК ОҚЫТУ: БІЛІМ БЕРУДЕГІ ДӘСТҮРЛІ ЖӘНЕ ОНЛАЙН ӘДІСТЕРДІ БІРІКТІРУ(SDU University, 2025) Құдайберді БағашаровҚазіргі педагогика ғылымында инновациялық білім берудің жаңа ұғымдарының бірі - «Гибридтік оқыту» (hybrid learning). Мақалада заманауи білім беру жағдайында дәстүрлі педагогикалық әдістерді инновациялық онлайн технологиялармен біріктіретін тиімді стратегия ретінде гибридтік оқытудың ерекшеліктеріне талдау жасалған. Соңғы жылдары Гибридті оқыту мен аралас оқыту (blended learning) заманауи білім беруде кең таралған тәсілге айналуда. Гибридті оқытудың негізгі принциптері, маңызды құрамдас бөліктері және бұл оқытудың икемділігі мен артықшылықтары сөз болады. Бұған қоса, технологиялық қолдау, сапалы интернет-ресурстарды құру және мұғалімдердің біліктілігін арттыру сияқты гибридті оқытудың сәтті жүзеге асырылуын анықтайтын факторлар талқыланады. Мақала гибридтік оқытудың практикалық және теориялық аспектілеріне жан-жақты шолу жасайды, оның икемді және жекелендірілген білім беру жолдарын құру үшін заманауи білім берудегі өзектілігі мен әлеуетін көрсетеді. Аталған әдістемені оқу үдерісіне табысты енгізу бойынша ұсыныстар жасалады.Item Open Access DETECTING SOCIAL CONFLICTS IN KINDERGARTENS USING DEEPLEARNING AND COMPUTER VISION(SDU University, 2025) Dina KengesbayEarly conflict detection in kindergartens plays a significant role in ensuring a harmonious learningatmosphere and in promoting the social growth of young children. While most previous works have onlyaddressed conflict detection through adults, in this paper, we specifically address conflict detection inkindergartens using deep learning, utilizing both spatial and temporal information to improve performance.The application of deep learning and computer vision in automatically detecting and analyzing earlyconflicts among young children is discussed in this paper. Using video footage, we leverage state-of-the-art RNNs and 3D CNNs for high-accuracy detection of conflict instances. Crucial visual cues—facialexpressions, gestures, poses, vocal tone, and movement—are examined for the extraction of tension oraggression signs. The model is evaluated on real kindergarten video data, with promising conflict detectionand classification results. The findings indicate the potential of AI-supported tools in assisting teachers inclass management, child behavior monitoring, early intervention mechanisms, and the fostering of a goodsocial environment.Item Open Access Development of method to analyzefactors of kidney disease by the use of fuzzy logic(SDU University, 2025) Assel Yembergenova; Azamat Serek; Bauyrzhan BerlikozhaThe study introduces a new strategy for the analysis of kidney disease parameters based on fuzzy logic.Fuzzy logic is a more accurate way to categorize clinical parameters than statistical analysis because thereis uncertainty and variability in medical data. The data is comprised of an extensive amount of clinicalparameters including age, blood pressure, specific gravity, albumin, sugar, random blood glucose, bloodurea, serum creatinine, sodium, potassium, hemoglobin, packed cell volume, white blood cell count, andred blood cell count.The methodology utilizes fuzzy logic centroid computation to categorize these parameters into low,medium, and high levels to provide a more dynamic and interpretable assessment of renal health. Fuzzymemberships give the current work the capability to discover intricate interrelationships between clinicalvariables, which may have been otherwise unattainable by conventional mean, median, and standarddeviation-based analyses.The findings confirm that fuzzy logic and conventional statistical methods enhance the comprehensionof kidney disease by incorporating intricate interactions between clinical variables. The method is employedto achieve more accurate prediction and diagnostic models, offering insight to be used in kidney diseaseassessment and medical decisions.Item Open Access PERCEIVED CHALLENGES AND SOLUTIONS TO FOREIGN LANGUAGE ANXIETY IN READING(SDU University, 2025) Dilnur Zhuman; Saule Tulepova; Kuralay ZhampeiisThis 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.Item Open Access TEACHER FEEDBACK ON WRITTEN WORKS: KAZAKHSTANI EFL TEACHERS’ PERSPECTIVES(SDU University, 2025) Madina Kazybay; Akmarzhan Nogaibayeva; Didik Hariyanto; Gulzhaina KassymovaThis 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.Item Open Access EFL TEACHERS’ ATTITUDES TOWARDS THE USE OF AI GENERATED LESSON PLANS IN KAZAKHSTAN(SDU University, 2025) Alina Fazilova; Aizhan KayipProlific 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.Item Open Access A Survey on Multimodal Approaches for Lung Disease Diagnosis using Deep Learning(SDU University, 2025) Zhaniya MedeuovaLung disorders are a major global health issue. A quick and accurate diagnosis is essential for proper treatment. In order to increase diagnostic accuracy, recent multimodal techniques are gaining popularity. This study carried out a comprehensive analysis of research articles on multimodal approaches that were published between 2020 and 2024 in Scopus and Google Scholar. The results show that there is limited study on the multimodal approach and on a variety of lung disorders such as asthma, TB, pneumonia, and chronic obstructive pulmonary disease. Several studies concentrated mainly on the detection and binary classification of COVID-19. The field has several challenges, including limited datasets, high computing costs, difficulties in integrating multiple modalities, and lack of accessibility of the models. Future studies should look at a wider range of lung diseases, increase the accessibility of datasets, improve fusion methods for merging data from many sources, and create models that are easier to understand and use fewer resources. Resolving these issues will improve patient outcomes by advancing the real-world use of deep learning in medical diagnosis.Item 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 YaylacıThis 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.