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Item Open Access The Impact of The Philip C. Jessup International Law Moot Court Competition on Legal Education: An Analysis of Its Rolein Shaping Future Lawyers(SDU University, 2025) Usenova Elmira; Abylay Akay; Altynay DalibayevaThe Philip C. Jessup International Law Moot Court Competition plays a vital role in the educational path of law students, providing an opportunity to enhance theoretical knowledge and its practical implementation. The main aim of this article is to indicate the influence that Jessup has on future attorneys and lawyers, in terms of development of judicial argumentation, critical thinking and oral advocacy. The methodology covers a survey of participants, which reveals that participants of the Jessup competitions have noticed improvement in their academic life, career path, as well as personal perspectives. Moreover, it claims that particular courses, such as "Legal Writing and Oral Advocacy in International Law," need to be included into the curriculum of universities of Kazakhstan so that the students could meet global requirements for international lawyers. The results indicate the exact percentage of participants from both regional and international rounds, whose professional and academic life were influenced in positive way. This article argues that the Jessup competition not only benefits participants but also plays a vital role in bridging the gap between legal theory and practice, thereby contributing to the evolution of legal education in the world and Kazakhstan.Item Open Access INVOLVING YOUNG PEOPLE IN SECONDARY SCHOOL: INCREASING INTEREST IN LEARNING A FOREIGN LANGUAGE(2021 International Young Scholars' Conference, 2021) Saidualieva A.Abstract The article considers the reasons for the decline in the level of students' interest in learning a foreign language. The relevance of this article lies in the problem of modern youth - low interest and lack of demand for educational activities during the educational process. The aim of the work is to increase the interest of students in learning a foreign language. Training works best when young people can focus deeply on several things at the same time; when they see a clear goal in the learning activities; and when they play an active role, they jointly design, interpret, apply, understand and connect. To successfully engage young people in education, students must be able to do more than just be participants. Young people need to be active and develop critical thinking. Research methods: comparison and search of materials, analysis, and study of thematic literature.Item Open Access THE PECULIARITIES OF USING THE SOCRATIC QUESTIONING METHOD IN TEACHING SPEAKING(Suleyman Demirel University, 2016) N.K. Gainolla; S.B. TulepovaThe article describes the use of the Socratic questioning method, especially its use in foreign language lessons in teaching speaking. Types and examples of questions of the Socratic method are presented. It also indicates that by using this method it is possible to teach students to think logically and critically. The method also has a positive effect on the formation of identity and autonomy of the students, and in the acquiring skills to express their thoughts without fear and use the acquired knowledge in the real life situations. The examples and the kinds of questions that can be used to motivate speaking students are given. It also provides information on which points should be paid special attention in the process of implementation of the Socratic method to the lessons.Item Open Access Internet Technology in a Content-Based Syllabus for English for Specific Purposes(Suleyman Demirel University, 2012) Djussenova BThis article explores the integration of Internet technologies into a content-based syllabus for English for Specific Purposes (ESP), with a particular focus on the use of WebQuests. It argues that WebQuests, although originally designed for native speakers, can be effectively adapted for ESP instruction. By combining authentic online resources with inquiry-based and collaborative tasks, WebQuests support the integration of language learning and subject-specific content. The study highlights their role in enhancing learner motivation, critical thinking, communicative competence, and learner autonomy. The article concludes that WebQuests are a valuable tool for developing students’ academic and professional language skills within a learner-centred ESP framework.Item Open Access The Impact of Project-Based Learning in Fostering Critical Thinking Skills of the 1st year TFL Students(SDU University, 2025) Lyadova L.The following research study aims to investigate the impact of Project-Based Learning on improving the critical thinking capabilities of the first-year students majoring in the “Two Foreign Languages” (TFL) specialty at one private university in Kazakhstan. The study implements a mixed research method incorporating the elements of quantitative and qualitative research instruments and data analysis. The quantitative part of the research is demonstrated by the quasi- experimental study conducted among 66 students who voluntarily agreed to be proceeding participants. 40 students have received PBL intervention, while the rest, 26 students, have been selected as a control group and followed the traditional project method. After gaining official permission from the Research Ethics Committee and spreading consent letters, voluntary students have been provided with the Watson- Glaser Critical Thinking Test to write before and after the intervention of PBL into mainstream education to address the main objective of the study. The qualitative part of the study is represented by the pre-perception and post-perception interviews complemented with reflective essays of students written at the end of PBL intervention. “The Gold Standard PBL” projects have been implemented among the first- year students within 15 weeks of the semester. The quantitative results of the study, which contain pre-test scores, post-test scores, and gain scores (post-test – pre-test) of control and experimental groups, have undergone descriptive statistical analysis, followed by normality distribution tests and inferential statistical analysis of overall critical thinking gains (Student’s t-test) and individual critical thinking dimensions (Paired t-test). While qualitative data have been analyzed using a 6-step thematic analysis of Braun and Clarke (2006). The pre-test scores have shown that all students started at the same level of critical thinking. Despite the fact that mean results have demonstrated a slight increase in treatment groups in post-test and gain score results, according to inferential statistics outcomes, this small increase is practically insignificant (p>0.05). Additionally, the treatment group has mainly developed their interpretation (+0.43) and argumentation (+0.25) subskills. Moreover, the results of qualitative data have shown a highly positive perception of PBL by students who noted that PBL improved their critical thinking skills through research analysis and iterative problem-solving.