Filters

2008 - 200912020 - 20252
Reset filters

Settings

Subject: learning strategies ×

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    ItemOpen Access
    USAGE OF READING STRATEGIES BY KAZAKHSTANI EFL STUDENTS
    (2022 International Young Scholars' Conference, 2022) M. Sanatkyzy; A. K. Kitibayeva
    Abstract Reading comprehension is considered as the basis of learning in various educational programs for the development of writing, vocabulary, and grammar. Therefore, foreign language instructors should teach pupils strategies for improving their reading skills. This article gives a general overview of how learners regulate learning strategies. It explores the use of reading strategies, elucidates strategies for high-frequency use as well as low-frequency use, and discusses their implications for classroom teaching. The data were collected using a questionnaire that included 40 Likert questions on a five-point scale, and participants were asked to circle on a scale from "Never" (1) to "Always" (5), depending on their position. The results show that students' average strategy usage is in the medium range, indicating that they are not regular strategy users. The study's findings suggest that instructors and curriculum developers should pay more attention to strategies for reading instruction. The results of the study might be helpful for informing the language teachers about the merits of strategy-based instruction and how helpful it can be in instructing language skills particularly reading skill.
  • Thumbnail Image
    ItemOpen Access
    Learning of Second Foreign Language
    (Suleyman Demirel University, 2008) Karymsakova Katira
    This article examines the classification of strategies applied in the process of learning a second foreign language (2L). It provides a comprehensive overview of metacognitive, cognitive, and social-affective strategies, as well as specific techniques that enhance comprehension, memorization, and communication skills. Metacognitive strategies include planning, directed attention, self-management, and evaluation — enabling learners to consciously control their learning process. Cognitive strategies involve manipulation and transformation of learning material through repetition, note-taking, deduction, and elaboration. Social-affective strategies highlight the role of interaction, cooperation, and self-motivation in language acquisition. The paper further explores processes such as clarification, logical reasoning, memorization, compensation, and automatic regulation. Rubin’s (1995) profile of a “good learner” is discussed, emphasizing characteristics like active communication, tolerance of mistakes, autonomous practice, and constant self-monitoring. The study concludes that effective second language learning depends on the dynamic integration of direct and indirect strategies and that learner autonomy and motivation play decisive roles in mastering linguistic competence.
  • Thumbnail Image
    ItemOpen Access
    Methodology of developing students' logical thinking abilities in mathematics
    (SDU University, 2025) Kalambay N.
    This study examines the role of developing students' logical thinking skills in teaching mathematics in grades 5. The participants were divided into two groups. The first experimental group, the second control group. This study allowed us to identify a number of shortcomings in the development of students' logical thinking skills in mathematics lessons, and to a certain extent, it became a means of helping to compensate for these shortcomings. In this study, an elective course "Logical Problems and Games" was developed for 5th grade students to develop students' thinking skills in mathematics. The developed elective course allows students to generalize and deepen their knowledge of mathematics within the program, to see the uniqueness and high abstraction of mathematical objects. On the other hand, logical problems show great potential for application in life, practical work, and everyday life, teach them to use logic in finding the right solution, solving various problems, including everyday problems. The program is based on solving logical problems and games for 5th graders and is organized in 34 hours (1 hour per week). The purpose of this study: to develop general logical thinking skills, increase student interest in the subject, and create conditions for the development of problemsolving skills.