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.

Browse

Now showing 1 - 5 of 8

Improving students’ speaking skills in English classes by using open questions and interactive speaking methods
(2025) Dauletiyarova, A.B.; Rashitova, M.B.; Serikbayeva, Zh.K.; Zhbir, O.V.
Background and purpose: Speaking English fluently is an essential skill in the 21st century, yet many students struggle with active participation in speaking tasks, often remaining passive during class discussions. Research indicates that open-ended questions encourage deeper cognitive engagement and critical thinking, leading to more meaningful verbal responses (Walsh, 2011). Additionally, interactive speaking methods are viewed highly effective in fostering oral communication skills, providing students with authentic, real-world speaking opportunities, which are crucial for language development (Ellis, 2003; Nation & Newton, 2009). However, the fact that only a few students express their opinions openly during class discussions requires a thorough study of the planning of each lesson. Therefore, to find an answer to the problematic question "How to develop students' speaking skills in English lessons?", it was decided to conduct a lesson study. Aims: This study aimed to investigate how open-ended questions and interactive speaking methods influence the development of students' speaking skills. By integrating these strategies, the research sought to determine their impact on student participation in class discussions and on encouraging students to confidently express their views. Study design or methodology: Participants included 25 students of Grade 11 from Nazarbayev Intellectual School of Chemistry and Biology, aged 16-17. A mixed-methods approach was utilised, combining pre- and post-intervention speaking assessments, classroom observations, and qualitative feedback from students. Data were collected through video recordings, teacher observations, and post- lesson student interviews to measure changes in speaking skills. Findings: The study revealed that student engagement and confidence heightened when participating in discussions; peer interaction increased, and low-performing students exhibited significant gains, moving from hesitant responses to more confident participation. Conclusions, originality, value and implications: The findings underline the value of combining traditional teaching with interactive speaking methods and questioning to improve speaking skills. This approach can guide educators in modernising their teaching practices, emphasising student-centred learning and active participation.
Strengthening scientific understanding through targeted English lessons
(2025) Jumabayeva , Tamara; Abdykadyrkyzy, Almagul
Background and purpose: STEM education (Science, Technologies, Engineering and Mathematics) has demonstrated potential for improving critical thinking skills and engagement in primary education. However, its integration through lesson study remains underexplored. This research addresses this gap by investigating how CLIL (Content and Language Integrated Learning) methodologies, including Soft CLIL (teaching English through Science) and Hard CLIL (teaching Science in English) can benefit from additional support of language targeted lessons in STEM frameworks. Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction. Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results. Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition. Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL.
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.

Browse

Recent Submissions