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Subject: academic achievement ×

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    ItemOpen Access
    OUT-OF-SCHOOL ENGLISH LANGUAGE LEARNING AND ACADEMIC ACHIEVEMENT IN KAZAKHSTANI HIGH SCHOOLS
    (2022 International Young Scholars' Conference, 2022) A. Tlepbergenova
    Abstract The aim of this article is to describe the influence of out-of-school English language learning on academic achievement in Kazakhstani high schools. English language acquisition plays a pivotal role in Kazakhstan, as English is not only an international communication language, but also the foreign language for obligatory study in state schools and higher education. Approximately 130 representatives of various ethnic groups populate Kazakhstan, thus it is considered as the multi religious and multiethnic state. Currently, the society development is altering Kazakhstan from bilingual to multilingual , integrating Kazakh, Russian and English languages into the educational system embedding policy of multilingualism at state schools all over the country. However, second language learners tend to demonstrate poor performance and low average points in foreign language examinations. Factors affecting low performance in school and entrance exams, the trend among students preferring private and extracurricular foreign language teaching for various educational purposes will be considered in this paper. Study is going to dissect the relationship between extracurricular foreign language learning and poor performance at state schools. Flaws in the educational system and methods of teaching in public schools and the benefits and positive impact of private education will be discussed in a future paper. This article is the systematic review of the scientific literature related to poor performance in EFL at schools and influence of out-of-school learning to academic performance of high school students.
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    The Relationship Between Foreign Language Anxiety and Academic Achievement in an EFL Context
    (SDU University, 2025) Khassen Zh.
    This study investigates the relationship between foreign language anxiety (FLA) and academic achievement, measured by GPA, among first-year university students in an English as a Foreign Language (EFL) context in Kazakhstan. Although previous research works have established that high levels of FLA can hinder language performance, its effect on overall academic achievement remains inconclusive, especially in under-researched regions such as Kazakhstan. Grounded in Krashen’s affective filter hypothesis, Tobias’s cognitive processing model, and Horwitz et al. 's theory of FLA, the study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 87 first-year students. Quantitative methods were employed to analyze descriptive statistics and the correlation between FLA and students’ self-reported GPA scores. The findings revealed that the mean anxiety score was 94.33, suggesting moderate to high anxiety levels. However, the Pearson correlation coefficient (r = 0.032, p = 0.766) indicated no statistically significant relationship between students’ FLA and their GPA. This implies that while FLA is prevalent, it does not necessarily predict academic success in a broader educational context. The study contributes to the existing literature by offering original data from Kazakhstani learners and suggests that emotional support in EFL classrooms remains important, even when anxiety does not directly impact GPA.
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    Improving Student Engagement and Academic Achievement Through Real-Life Applications of Proportion
    (SDU University, 2025) Alimzhanova Zh.
    This study investigates the impact of incorporating real-life tasks in the teaching of proportions on student engagement and academic performance. It is grounded in constructivist and situated learning theories and employs a quasiexperimental design. The intervention was carried out in a public school in Kazakhstan, involving 24 sixth-grade students in a single experimental group without a control group. The results demonstrated that real-life contextual problems enhance students’ motivation, functional mathematical literacy, and critical thinking skills. The research also includes a comparative analysis of Kazakhstani and Singaporean mathematics textbooks. Findings reveal that Kazakhstani materials emphasize formal procedures over real-world problem-solving, whereas Singaporean textbooks integrate contextual tasks more extensively. This highlights a need for curriculum modernization to better reflect practical applications and build essential competencies in mathematics education. The experimental phase involved a proportion unit designed around real-life scenarios such as calculating discounts, adjusting recipes, working with scale models, and budgeting. Students worked individually and collaboratively, completed pre- and post-lesson questionnaires, and took a summative assessment. The comparison of results before and after the intervention showed a clear improvement in both academic outcomes and student engagement.