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FORMATIVE ASSESSMENT IN KAZAKHSTAN’S ENGLISH LANGUAGE CLASSROOMS: A NARRATIVE REVIEW OF CURRENT PRACTICES AND THE ROLE OF AI TOOLS
No full textFormative 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
SHAPING FUTURE SCIENTISTS: THE ROLE OF IZHO IN INFLUENCING STEM INTERESTS AND SKILL DEVELOPMENT AMONG HIGH SCHOOL STUDENTS
Get PDFThis study examines the impact of participation in the International Zhautykov Olympiad (IZhO) on high school students' perceptions of 21st-century skill development and STEM career aspirations. Using a mixed-methods approach, the research investigates gender differences, variations across STEM specializations, age-related trends, school-type influences, and the effect of repeated participation. The findings revealed significant gender differences, with female students reporting greater improvements in Presentation, Scientific Thinking, and Collaboration skills compared to males. No significant differences were observed across STEM specializations, suggesting that IZhO contributes similarly to skill development across Mathematics, Physics, and Informatics students. Age analysis indicated that younger students (13–14 years old) perceived greater skill enhancement than older groups, particularly in General Skills, Presentation, and Problem Solving. Vocational school students reported the highest perceived benefits in Technology skills compared to public and private school counterparts. Additionally, a moderate frequency of Olympiad participation (10–20 times) was associated with the greatest improvement in Critical Thinking skills.These findings highlight the potential of Olympiad participation to foster essential skills and inspire STEM career aspirations. They also suggest the need for tailored interventions to address age- and gender-specific needs, maximize benefits for all school types, and explore strategies to sustain students' engagement over repeated participation. The study underscores the value of STEM competitions in preparing students for future academic and career success
STUDENTS’ PERCEPTIONS OF TEACHERS’ CODE-SWITCHING IN ENGLISH MEDIUM INSTRUCTIONS CONTEXT
Get PDFEnglish Medium Instructions (EMI) is a system that has become commonly adopted by numerous universities, and according to its specific peculiarities, EMI can deliver both opportunities and challenges to the learners. To prevent the challenges, some teachers implement code-switching into their lessons. This study is focused on students’ perceptions of teachers’ code-switching in EMI-context, considering TFL and Engineering students as representatives of students from Humanitarian and STEM faculties. Face-to-face interviews were conducted in this qualitative study. Eight participants: four students from the TFL faculty and four from the Engineering faculty, revealed their perspectives. The collected data was processed in thematic analysis. In conclusion, it was investigated that TFl-students’ perceptions of code-switching appear rather negative, contrasting with Engineering students’ perceptions. It was recommended for teachers to implement either code-switching or translanguaging strategically, in a deliberate manner, taking into account learners’ first languages, thus not leading to the phenomenon of discrimination
EVALUATING THE EFFECTIVENESS OF A PEER TUTORING PROGRAM FOR ENGLISH LANGUAGE SUPPORT
No full textThis study investigates the impact of a peer tutoring initiative at a university in Uzbekistan designed to help students struggling with English proficiency in an English-Medium Instruction (EMI) environment. Although the institution requires a minimum IELTS score of 5.5 for admission, faculty observed that many students still encountered difficulties, especially in speaking and writing. To address these challenges, a pilot peer tutoring program was introduced, offering structured language support through volunteer student tutors. The research employed a mixed methods design, utilising pre- and post-program surveys, tutor session reports, and faculty feedback. Results demonstrated marked improvements in students’ confidence and English skills, with speaking emerging as the central area of concern for 75% of participants. After the program, 83.3% of students reported greater confidence in using English, and tutors observed high participation rates, with 76.9% of tutees actively engaged in sessions. Despite this, tutor recruitment and retention, inconsistent attendance, and gaps in institutional support posed challenges to program sustainability. The findings attest to the effectiveness of peer tutoring as a means of supporting languages in EMI environments but emphasise the importance of formal tutor training, designated tutorial spaces, and incentives in an attempt to enhance long-term outcomes. More research is recommended to measure the effect of the program on grades as well as long-term language acquisiti
AI & Feedback Analytics in Higher Education: Strategies to Enhance Your Teaching and Learning Experience
No full textArtificial intelligence is no longer a future concept; it’s here to stay, and it’s revolutionizing how organizations innovate and thrive. For higher education institutions, AI offers a winning formula to prioritize growth and enhance student engagement. By harnessing the power of AI-powered feedback analytics, institutions move beyond surface-level insights, uncovering actionable opportunities that drive meaningful change.
This eBook dives into how AI transforms the way higher education institutions collect, analyze, and act on student feedback. With these tools, institutions can uncover patterns, detect early warning signs, and implement strategies that align with their mission and vision—making AI an indispensable ally in shaping the future of higher education
Персоналды дамытуды басқару
Get PDFБұл диссертацияда қызмет көрсету саласындағы персоналды дамыту мәселелері жан-жақты қарастырылған. Зерттеу нысаны ретінде Алматы қаласындағы "Жас Орда" хостелінің тәжірибесі таңдалып, персоналды оқыту, мотивация және клиенттермен жұмыс жүйесінің тиімділігі талданды. Зерттеудің мақсаты — бизнес-орталықтар мен қонақ үйлерде персо налды дамытуды тиімді ұйымдастыру арқылы қызмет көрсету сапасын арттыру. Негізгі міндеттері клиенттермен жұмыстың сапасын жақсарту, менеджерлерді даярлау жүйесін жетілдіру мен персоналды дамытудың тиімді әдістерін анықтау. Теориялық негіз ретінде Портер, Котлер, Берри және Грёнрус модельдері қолданылды. HR-менеджмент және мотивация теориялары — Маслоу, Герцберг, МакГрегор және Беккер еңбектері — персоналды дамытудың ғылыми негізін құрайды. Практикалық бөлімде "Жас Орда" хостелінің персоналды басқару тәжірибесі зерттеліп, қызметкерлердің кәсіби дамуы мен клиенттердің қанағаттану деңгейі арасындағы байланыс сауалнамалар мен сұхбат нәтижелері негізінде анықталд
CHALLENGES FACED BY HIGH SCHOOL STUDENTS IN PREPARING FOR THE ENGLISH EXAM AT UNT IN KAZAKHSTAN
Get PDFThis 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
GENDER ENROLLMENT PATTERNS IN A UNIVERSITY IN KAZAKHSTAN: A 2020-2024 ANALYSIS OF STEM AND NON-STEM DISCIPLINES
Get PDFThis study explores gender enrollment patterns in STEM and non-STEM disciplines at a university in Kazakhstan from 2020 to 2024, examining evolving gender dynamics in higher education. Using longitudinal data on enrollment, gender ratios, and Unified National Test (UNT) scores, the analysis reveals persistent gender disparities. Female enrollment in STEM fields remained stable at approximately 34% throughout the study period, contrasting with higher but gradually declining female participation in non-STEM fields, which decreased from 74.8% in 2020 to 68.9% in 2024. Despite statistical significance in changes across both STEM and non-STEM fields, the practical significance of these shifts is minimal, highlighting the challenges of addressing gender imbalances in STEM. Factors such as cultural norms, limited female role models, and curriculum biases are discussed as contributors to the disparity. This research emphasizes the need for targeted interventions and inclusive policies to foster greater female participation and retention in STEM disciplines. The findings also underscore the economic and societal relevance of equitable education, offering actionable insights for policymakers and educators to promote gender equity in Kazakhstan's higher education system. Ultimately, this study contributes to the broader discourse on gender dynamics in education, particularly in the context of Central Asia
Білім орталықтарының тиімділігін басқару
No full textҚазіргі заманда білім беру саласы қоғам дамуының басты факторларының бірі ретінде стратегиялық мәнге ие. Әсіресе, жеке және мемлекеттік білім орталықтарының рөлі білім сапасын арттыруда, оқушылардың зияткерлік әлеуетін дамытуда және кәсіби дағдыларды қалыптастыруда ерекше маңызға ие. Дегенмен, білім беру орталықтарының тиімділігін басқару мәселесі күн тәртібінен түскен жоқ, себебі бұл орталықтардың қызметін ұйымдастыруда, оқу бағдарламаларын жетілдіруде, ресурстарды ұтымды пайдалануда және білім алушылардың нәтижелілігін арттыруда жүйелі тәсілдерді қолдану қажеттілігі туындайды. Бәсекелестікке қабілетті мамандарды даярлау және сапалы білім беру – қоғамның әлеуметтік-экономикалық дамуының негізгі шарттарының бірі. Бұл тұрғыда білім орталықтарының тиімділігін басқару білім сапасын арттыруға, инновациялық оқыту әдістерін енгізуге және білім беру қызметін жетілдіруге бағытталған. Сонымен қатар, цифрлық технологиялардың дамуымен бірге білім беру орталықтарының қызметін автоматтандыру, деректерді талдау және басқару шешімдерін оңтайландыру қажеттілігі артып келеді. Осыған байланысты, білім орталықтарының тиімділігін басқару мәселесін зерттеу қазіргі замандағы білім беру жүйесінің тұрақты дамуын қамтамасыз етуде маңызды ғылыми және практикалық мәнге ие
CANTOR SETS AND TOTAL SELF-SIMILARITY
Get PDFWe study overlapping Cantor sets with parameter and classify the situations when these fractal sets are totally self-similar. More precisely, we consider iterated function system consisting of three functions , and and the fractal set it generates in the real line. We define what totally self-similar means and show for that the fractal set is totally self-similar if and only if it is in the form for some positive integer . We mainly rely on the recent work of Dajani, Kong, and Yao where they consider the analogous problem for