Lesson Study Kazakhstan, 2024-2025

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/678

Lesson Study at the NIS Centre of Excellence

The greatest demand of the Centre’s services is for programs to develop teachers’ research skills (Action Research and Lesson study), meta-subject competencies (learning how to learn), functional literacy development, as well as the development of leadership skills of school leaders.

The Centre was and still is the only organization in Kazakhstan which has been introducing Lesson Study in schools through professional development (PD) courses since 2012. Since 2015, CoE has been an official member of the WALS Council (World Association for Lesson Studies).

This collection of lesson studies were carried out in schools across Kazakhstan and published in 2024. Studies have been peer-reviewed prior to publication in accordance with Camtree's Quality Criteria.

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Now showing 1 - 5 of 6

Exploring the impact of metacognitive strategies on intermediate learners' listening comprehension skills
(2025) Kelimberdiyeva, Altyn; Paviz, Khuriya; Yermaganbetova, Nurzada; Mauytova, Zhannur; Kurbangaliyev, Miras; Nabiyeva, Aigerim
Background and Purpose: Improving intermediate learners' listening comprehension is a typical problem in English language learning that this lesson study attempts to solve. According to earlier research, listening comprehension might be especially challenging when complex accents and paraphrases are involved since it requires real-time processing. Metacognitive strategies that help students organize, track, and assess their listening processes are frequently ignored in traditional listening training. This study investigates how teaching metacognitive strategies can improve self-regulated listening and boost comprehension in general. As the target students yielded lower scores in the external monitoring examination, that is held twice a year to define students’ weaknesses, inform and revise the curriculum. Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types. Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ). Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details. Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem.
How to develop Grade 9 and 10 students’ writing skills by using the flipped writing method in English lessons
(2025) Yermanova, Bakytgul; Gurinova, Alessya; Golovintseva, Valeriya; Kiiko, Yelena; Rakhmail, Elvira; Melnikova, Yuliya
Background and purpose: In the context of Nazarbayev Intellectual Schools in Kazakhstan, students often struggle with recognizing genres and styles, generating and organizing ideas, using appropriate vocabulary, and applying grammar accurately. Traditional approaches to teaching writing, often perceived as solitary and disconnected from active classroom engagement, fail to provide students with the scaffolding needed to succeed. Aims: This study explores the implementation of the Flipped Writing method to enhance writing skills among Grade 9 and 10 students in English classrooms at Nazarbayev Intellectual Schools of Chemistry and Biology in Pavlodar and Petropavlovsk, Kazakhstan. Flipped Writing, rooted in the Flipped Classroom and product-writing approaches, combines individual study of writing samples with structured in-class activities. Study design: The research involved six English teachers, 18 students (three per teacher) aged 15- 16, and two facilitators from the Center for Pedagogical Excellence. Using qualitative methods, including teacher observations, comparative analysis of students’ written works, and student interviews, the study assessed progress in content development, vocabulary use, grammar accuracy, coherence, and cohesion. The research cycle included diagnostic assessments, three iterative lessons focusing on idea generation, guided writing, and feedback, as well as a summative essay task. Findings: The study revealed significant improvement among struggling students in idea generation, vocabulary, and coherence, while advanced and mid-level students showed enhanced grammar accuracy and topical vocabulary use. Students acknowledged the utility of structured criteria, teacher support, and preparatory tasks in improving their writing. Conclusion, originality, value and implications: This study demonstrates that the Flipped Writing method engages students and fosters independent learning while systematically building writing competencies. It highlights the potential for tailored approaches to address varied proficiency levels in multilingual learning environments. These findings contribute to innovative practices in writing pedagogy and suggest further adaptation of Flipped Writing for broader application in diverse contexts.
How to develop Grade 7 learners’ research skills by using a story-based learning approach in English lessons?
(2024) Baitokayeva, Laura
Background and purpose: Nazarbayev Intellectual Schools in Kazakhstan strive to develop life skills of youngsters so that they become well-prepared for the challenges they may face when being an adult. A special attention is paid to research skills, as they comprise several crucial abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7. Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems. Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners. Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills.
Development of academic English language skills among 11th grade students in written biology assignments through the use of the CLIL methodology: a Research Lesson Study
(2024) Shakhmetova, Zhanar; Nusipzhanova, Gulzhan
Background and purpose: This research aimed to explore the effectiveness of Content and Language Integrated Learning (CLIL) methodology in enhancing academic English language skills among 11th grade students, specifically in written biology assignments. The study aimed to identify effective language instruction strategies that support students' content learning and language development simultaneously. Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts. Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language. Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development. Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement.
Developing students’ argumentative skills in ESL lessons
(2024) Alikulova, Xeniya; Abisheva, Kulshat
Background: The rationale of the study is due to the challenge we faced in ESL classes with 8th grade. The problem was that students demonstrated poor-developed skills of reasoning struggling to develop arguments that would prove their viewpoint in speaking and writing. Further, there was little rapport between students as some of them were quite dominant compared to their shyer classmates. Aims: We aimed to investigate how we could improve students’ argumentative skills in speaking and writing activities in the context of ESL lessons. Further, we wanted to encourage more active collaboration among our students. Study design or methodology: The research was conducted among 8th grade students over three consecutive English lessons during the academic year. A focus group, which consisted of a group of language teachers, observed these research lessons. We used observation, interview, and survey to collect the data. As research instruments we used questionnaires, scales, check lists, and observation forms. Findings: The results show that encouraging collaboration and active discussion among students improved their reasoning skills. Further, the class rapport became more friendly and helpful. The teachers’ observation revealed that students’ justification of their opinions became more confident and fluent, currently they analyse information faster and use stronger arguments in speaking and writing. Conclusions and implications: Collaborative activities proved to be effective methods to improve students’ argumentative skills. Putting students with similar English levels in groups had a positive impact on their learning gains. This lesson study project helped teachers to reconsider how they work on students’ skills development and provided some useful insights on how to organise their collaboration effectively. Further study will focus on the teacher's role in promoting an active collaboration among students in the ESL context.

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