Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan Madina Bekturova, Davronzhon Gaipov, Gergana Dyankova, Saule Tulepova International Journal of Cognitive Research in Science Engineering and Education, 2025 The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instrument to assess 120 teachers’ multimodal literacy levels in one Kazakhstani university. The collected data underwent reliability analysis, descriptive statistics, and Pearson correlation analysis to examine the relationships among multimodal expression, interpretation, and preference. The results indicate that while teachers acknowledge the value of multimodal approaches, they encounter significant challenges in integrating them effectively. Variations in internal consistency suggest that certain aspects of multimodal communication remain difficult to master. Additionally, the findings reveal that teachers who demonstrate strong multimodal interpretation skills do not necessarily prefer using such methods in teaching. These findings suggest a gap between EMI instructors’ multimodal literacy and their instructional preferences, highlighting the need for targeted faculty development programs that enhance multimodal teaching strategies.
Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach Gulnara Kassymova, Saule Tulepova, Madina Bekturova Cakrawala Pendidikan, 2025 The present study aims to unpack the university English as a foreign language (EFL) teachers' practices and attitudes towards intercultural approach (ICA) and identify the prospective EFL teachers' level of preparedness to implement ICA. For this purpose, 36 EFL teachers and 45 master students doing a program on TEFL (Teaching English as a Foreign Language) were chosen to collect data through a survey and project analysis. The research findings indicate that despite recognising the intercultural paradigm in teaching EFL, embedded in all Kazakhstani regulations and the increasing tendency to use authentic textbooks; there is a lack of sound preparedness to implement ICA for both pre-service and in-service EFL teachers. Furthermore, the results suggest that two-thirds (66.6%) of master students could not identify all intercultural attributes in the coursebook. In-service teachers' agreement level on the importance of ICA is high; however, they lack practical skills for nuanced integration of ICA in EFL classrooms. This article can serve as a discussion platform to tackle challenges associated with ICA implementation in higher education not only in Kazakhstan but in the international context, as this issue is topical for many countries in the world where English is taught as a foreign language.
INVESTIGATING ENGLISH MEDIUM INSTRUCTION PROVISION IN A KAZAKHSTANI UNIVERSITY: THE IDEALS AND REALITIES OF EMI LEARNING Saule Tulepova, Madina Bekturova, Davronzhon Gaipov, Sophia Butt Journal of Teaching English for Specific and Academic Purposes, 2024 As one of the many non-Anglophone countries where English is taught as a foreign language, Kazakhstan is actively involved in the processes aimed at internationalising higher education. One way to achieve this is by increasing the number of English-taught courses, i.e. introducing English Medium Instruction (EMI) for non-linguistic courses. However, there are concerns about how effectively this process is provided in practice and how students and teachers themselves perceive it. This research paper explores some aspects of EMI provision in one private Kazakhstani university, examining the alignment and differences between the theoretical ideals and practical realities of EMI. Specifically, it aims to examine the students' and teachers’ perceptions of EMI provision in terms of reasons of EMI choice, English proficiency, translanguaging, and personal concerns. Through this investigation, the paper sheds light on the challenges and opportunities faced by both instructors and students in navigating EMI provision within the context of higher education in Kazakhstan. The online survey among 176 students and 31 teachers, analysed in a quantitative way, reveals some discrepancies between teachers’ and students’ perceptions regarding EMI reasons, language competence and translanguaging practices. This indicates the need for revising and clarifying existing institutional and national policies regarding EMI provision taking into consideration the voiced challenges on the part of the teachers and students.
DIGITAL TOOLS AND ACADEMIC WRITING: A MODERATED MEDIATION MODEL OF WRITING SELF-EFFICACY Madina Bekturova, Altnay Zhaitapova, Davronzhon Gaipov, Saule Tulepova, Gergana Dyankova Journal of Teaching English for Specific and Academic Purposes, 2024 The increasing prevalence of digital writing tools in academic settings has sparked interest in understanding their impact on writing self-efficacy among students, particularly in non-Anglophone countries. This study presents the first-ever application of a moderated mediation model to investigate the influence of digital writing tools on academic writing self-efficacy, incorporating writing engagement as a mediator and technological proficiency as a moderator. In the present study, we tested the following hypotheses: (a) the positive impact of using digital writing tools on writing engagement and academic writing self-efficacy, (b) writing engagement positively influences academic writing self-efficacy as well as mediates the relationship between using digital tools and writing self-efficacy, and (c) technological proficiency moderates the mediated relationship between digital tool use and writing self-efficacy. Based on the data from a survey conducted among 332 postgraduate students of Kazakhstani universities, digital writing tools positively influence writing self-efficacy, with writing engagement playing a significant mediating role. Furthermore, technological proficiency was found to modestly moderate this mediated relationship, suggesting that higher proficiency enhances the positive effects of digital tools on writing self-efficacy. These results highlight the importance of integrating digital writing tools and improving technological skills to enhance academic writing outcomes in non-Anglophone contexts. This study contributes to the existing literature by offering novel insights and a comprehensive understanding of the mechanisms through which digital writing tools affect academic writing self-efficacy and engagement, especially in diverse linguistic and cultural settings.
Perceptions of digital competence in learning and teaching English in the context of online education Gulnara M. Kassymova, Saule B. Tulepova, Madina B. Bekturova Contemporary Educational Technology, 2023 Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students’ perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning process when studying at university and teaching English as a foreign language (EFL) in the context of online education. The sample comprised 49 master students who participated in distant evening classes at a private university in Kazakhstan while working simultaneously as teachers of English in various educational institutions during the day. Master students’ perceptions of digital competence is one of the approaches to reveal the gaps in students’ digital competence development necessary for learning and teaching EFL online. The main research tool for data collection was the online survey allowing the master students to measure their level of digital competence. Evident from the results, the majority of respondents are digitally competent; yet there is a cohort of master students who scored low on ICT skills needed for teaching and admitted the necessity of improvement. Also, according to the findings, the respondents’ frequency, expertise, and satisfaction level by their digital competence needed in the learning is higher than that in teaching. This can also imply that even though the frequency and expertise in using digital technologies for learning contributes to the development of the expertise in using them for conducting their own classes, master students need special training on the use of ICT for pedagogical purposes.
RECENT SCHOLAR PUBLICATIONS
Challenges in Academic English Writing: Evidence from Kazakhstani EMI University S Tulepova, M Bekturova, G Kassymova, D Gaipov Journal of Qualitative Research in Education, 179–193-179–193 , 2026 2026.0
Predicting Kazakhstani TEFL students’ continuance intention towards using ChatGPT in academic writing M Bekturova, S Tulepova, A Zhaitapova Education and Information Technologies 30 (9), 11889-11909 , 2025 2025.0 Citations: 8
Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach G Kassymova, S Tulepova, M Bekturova Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan 44 (1), 72-91 , 2025 2025.0 Citations: 5
INTERNATIONAL JOURNAL OF COGNITIVE RESEARCH IN SCIENCE, ENGINEERING AND EDUCATION M BEKTUROVA, D GAIPOV, DG HRISTOVA, S TULEPOVA INTERNATIONAL JOURNAL 13 (1), 217-222 , 2025 2025.0
Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan M Bekturova, D Gaipov, GH Dyankova, S Tulepova International Journal of Cognitive Research in Science, Engineering and … , 2025 2025.0 Citations: 1
Investigating English medium instruction provision in a Kazakhstani university: the ideals and realities of EMI learning S Tulepova, M Bekturova, D Gaipov, S Butt Journal of Teaching English for Specific and Academic Purposes, 433-444 , 2024 2024.0 Citations: 6
“I THINK TEACHERS MUST SPEAK ONLY ENGLISH”: EXPLORING LECTURERS'PROFESSIONAL ATTRIBUTES AND PRACTICES TO FACILITATE EMI PROVISION IN HIGHER EDUCATION D Gaipov, S Tulepova, M Bekturova Педагогика и Методы Обучения, 80-90 , 2024 2024.0 Citations: 1
ENGLISH AS A MEDIUM OF INSTRUCTION IN HIGHER EDUCATION: OVERVIEW OF ACADEMIC POLICIES IN KAZAKHSTANI UNIVERSITIES ДЕ Гаипов, СБ Тулепова, МБ Бектурова, ҚМ Жампейіс Известия. Серия: Педагогические науки 72 (1) , 2024 2024.0
Digital tools and academic writing: a moderated mediation model of writing self-efficacy M Bekturova, A Zhaitapova, D Gaipov, S Tulepova, G Dyankova Journal of Teaching English for Specific and Academic Purposes, 609-618 , 2024 2024.0 Citations: 6
English as a medium of instruction in higher education: overview of academic policies in Kazakhstani universities DE Gaipov, SB Tulepova, MB Bekturova, KM Zhampeiis Bulletin of Ablai Khan KazUIRandWL Series “Pedagogical sciences 1 (72), 182-198 , 2024 2024.0 Citations: 2
THE DEVELOPMENT OF ACADEMIC WRITING COMPETENCE THROUGH THE INSTRUCTION OF FORMULAIC SEQUENCES МБ Бектурова, Г Дянкова Вестник КазНПУ имени Абая. Серия: Педагогические науки 77 (1), 94-100 , 2023 2023.0
Основные проблемы формирования компетенции академического письма у будущих педагогов иностранного языка МБ Бектурова Известия. Серия: Педагогические науки 68 (1) , 2023 2023.0 Citations: 3
ОСНОВНЫЕ ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОМПЕТЕНЦИИ АКАДЕМИЧЕСКОГО ПИСЬМА У БУДУЩИХ ПЕДАГОГОВ ИНОСТРАННОГО ЯЗЫКА Б Мадина ИЗВЕСТИЯ КазУМОиМЯ имени Абылай хана, серия “ПЕДАГОГИЧЕСКИЕ НАУКИ” 68 (1 … , 2023 2023.0
Perceptions of digital competence in learning and teaching English in the context of online education GM Kassymova, SB Tulepova, MB Bekturova Contemporary Educational Technology 15 (1), ep396 , 2023 2023.0 Citations: 45
The impact of social and affective factors on the formation of academic writing competence among future EFL teachers М Бектурова, А Жайтапова, С Тулепова, Г Дянкова Scientific Journal of Pedagogy and Economics, 33-47 , 2022 2022.0 Citations: 2
INTERNATIONAL JOURNAL OF COGNITIVE RESEARCH IN SCIENCE, ENGINEERING AND EDUCATION I ABAKUMOVA, A GRISHINA, G ZVEZDINA INTERNATIONAL JOURNAL 10 (3), 17-26 , 2022 2022.0
The role of mind mapping in facilitating academic writing M Bekturova, G Diankova Multidisciplinary Journal of science, education and art.–2023.—Материалы … , 0
MOST CITED SCHOLAR PUBLICATIONS
Perceptions of digital competence in learning and teaching English in the context of online education GM Kassymova, SB Tulepova, MB Bekturova Contemporary Educational Technology 15 (1), ep396 , 2023 2023.0 Citations: 45
Predicting Kazakhstani TEFL students’ continuance intention towards using ChatGPT in academic writing M Bekturova, S Tulepova, A Zhaitapova Education and Information Technologies 30 (9), 11889-11909 , 2025 2025.0 Citations: 8
Investigating English medium instruction provision in a Kazakhstani university: the ideals and realities of EMI learning S Tulepova, M Bekturova, D Gaipov, S Butt Journal of Teaching English for Specific and Academic Purposes, 433-444 , 2024 2024.0 Citations: 6
Digital tools and academic writing: a moderated mediation model of writing self-efficacy M Bekturova, A Zhaitapova, D Gaipov, S Tulepova, G Dyankova Journal of Teaching English for Specific and Academic Purposes, 609-618 , 2024 2024.0 Citations: 6
Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach G Kassymova, S Tulepova, M Bekturova Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan 44 (1), 72-91 , 2025 2025.0 Citations: 5
Основные проблемы формирования компетенции академического письма у будущих педагогов иностранного языка МБ Бектурова Известия. Серия: Педагогические науки 68 (1) , 2023 2023.0 Citations: 3
English as a medium of instruction in higher education: overview of academic policies in Kazakhstani universities DE Gaipov, SB Tulepova, MB Bekturova, KM Zhampeiis Bulletin of Ablai Khan KazUIRandWL Series “Pedagogical sciences 1 (72), 182-198 , 2024 2024.0 Citations: 2
The impact of social and affective factors on the formation of academic writing competence among future EFL teachers М Бектурова, А Жайтапова, С Тулепова, Г Дянкова Scientific Journal of Pedagogy and Economics, 33-47 , 2022 2022.0 Citations: 2
Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan M Bekturova, D Gaipov, GH Dyankova, S Tulepova International Journal of Cognitive Research in Science, Engineering and … , 2025 2025.0 Citations: 1
“I THINK TEACHERS MUST SPEAK ONLY ENGLISH”: EXPLORING LECTURERS'PROFESSIONAL ATTRIBUTES AND PRACTICES TO FACILITATE EMI PROVISION IN HIGHER EDUCATION D Gaipov, S Tulepova, M Bekturova Педагогика и Методы Обучения, 80-90 , 2024 2024.0 Citations: 1
Challenges in Academic English Writing: Evidence from Kazakhstani EMI University S Tulepova, M Bekturova, G Kassymova, D Gaipov Journal of Qualitative Research in Education, 179–193-179–193 , 2026 2026.0
INTERNATIONAL JOURNAL OF COGNITIVE RESEARCH IN SCIENCE, ENGINEERING AND EDUCATION M BEKTUROVA, D GAIPOV, DG HRISTOVA, S TULEPOVA INTERNATIONAL JOURNAL 13 (1), 217-222 , 2025 2025.0
ENGLISH AS A MEDIUM OF INSTRUCTION IN HIGHER EDUCATION: OVERVIEW OF ACADEMIC POLICIES IN KAZAKHSTANI UNIVERSITIES ДЕ Гаипов, СБ Тулепова, МБ Бектурова, ҚМ Жампейіс Известия. Серия: Педагогические науки 72 (1) , 2024 2024.0
THE DEVELOPMENT OF ACADEMIC WRITING COMPETENCE THROUGH THE INSTRUCTION OF FORMULAIC SEQUENCES МБ Бектурова, Г Дянкова Вестник КазНПУ имени Абая. Серия: Педагогические науки 77 (1), 94-100 , 2023 2023.0
ОСНОВНЫЕ ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОМПЕТЕНЦИИ АКАДЕМИЧЕСКОГО ПИСЬМА У БУДУЩИХ ПЕДАГОГОВ ИНОСТРАННОГО ЯЗЫКА Б Мадина ИЗВЕСТИЯ КазУМОиМЯ имени Абылай хана, серия “ПЕДАГОГИЧЕСКИЕ НАУКИ” 68 (1 … , 2023 2023.0
INTERNATIONAL JOURNAL OF COGNITIVE RESEARCH IN SCIENCE, ENGINEERING AND EDUCATION I ABAKUMOVA, A GRISHINA, G ZVEZDINA INTERNATIONAL JOURNAL 10 (3), 17-26 , 2022 2022.0
The role of mind mapping in facilitating academic writing M Bekturova, G Diankova Multidisciplinary Journal of science, education and art.–2023.—Материалы … , 0
