Defense of the dissertation of Nariman Saniya Aslbekovna for the degree of Doctor of Philosophy (PhD) in the educational program «8D01511 - ComputerScience»
L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Nariman Saniya Aslbekovna on the topic «Theoretical and practical bases of teaching CLIL technology for future computer science teachers» in the educational program of «8D01511 – ComputerScience».
The dissertation was carried out at the «Computer Science» of L.N. Gumilyov Eurasian National University.
The language of defense is russian
Official Reviewers:
Kazimova Dinara Ashubasarovna – Candidate of Pedagogical Sciences, Associate Professor, Karaganda Buketov University, Acting Professor of the Department of «Applied Mathematics and Computer Science» (Karagandy, Kazakhstan);
Damekova Saule Kairollovna – Candidate of Pedagogical Sciences, Astana International University, Associate Professor of the Pedagogical Institute (Astana, Kazakhstan).
Temporary members of the Dissertation Committee:
Rustam Shadiev - Doctor of Philosophy (PhD), Professor, Zhejiang University, Professor at the Pedagogical College (Nanjing, China);
Kintonova Aliya Zheksembaevna – Candidate of Technical Sciences, Associate Professor, Eurasian National University named after L.N. Gumilyov, Associate Professor of the Department of Information Security (Astana, Kazakhstan);
Mukhambetova Meiramgul Zharolaevna – Doctor of Philosophy (PhD), Atyrau University named after Kh. Dosmukhamedov, Associate Professor of the Department of «Computer Science» (Atyrau, Kazakhstan);
Makhazhanova Ulzhan Tanirbergenovna – Doctor of Philosophy (PhD), Eurasian National University named after L. N. Gumilyov, Acting Associate Professor of the Department of «Information Systems» (Astana, Kazakhstan);
Kopeev Zhanat Baktzhanovich – Doctor of Philosophy (PhD), S. Seifullin Kazakh Agrotechnical University, Senior lecturer at the Department of «Information Systems» (Astana, Kazakhstan).
Academic Advisors:
Alzhanov Aitugan Kayyrzhanovich – Candidate of Pedagogical Sciences, Eurasian National University named after L. N. Gumilyov, Acting Associate Professor of the Department of «Computer Science» (Astana, Kazakhstan);
Vostroknutov Igor Evgenievich – Doctor of Pedagogical Sciences, professor, Head of the Department of Information Technologies at the Russian State Academy of Intellectual Property (Moscow, Russian).
The defense will take place on May 14, 2024, at 10:00 AM in the Dissertation Council for the training direction «8D015 – Teacher training in natural science subjects» in the specialty «8D01511 – ComputerScience» of L.N. Gumilyov Eurasian National University. The defense meeting is planned to be held online.
Link: http://surl.li/rzgxm
Address: Astana, K. Satpayev str. 2, №302.
Abstract (English): Relevance of the research topic. Today, Kazakhstani education is the central link of the country’s new model of economic growth and is currently undergoing changes under the influence of the processes of globalization and internationalization, expanding the scope of intercultural interaction and international cooperation, increasing competition and the growing importance of human capital. A course has been taken to increase the global competitiveness of Kazakhstani education and the functional literacy of the younger generation to adapt it to modern life. The Law of the Republic of Kazakhstan (RK) “On Science” states that “The main type of activity carried out by a higher educational institution, in addition to education: scientific, scientific-technical and innovative activities, including the implementation of the right to objects of intellectual property”, that determines the importance of creating and introducing advanced innovative technologies into the educational system of higher educational institutions. The basis for the formation of the country’s human capital is the modernization of all levels of Kazakhstan’s education, which include communication, research skills, and entrepreneurship, which is reflected in the trilingual policy, which implies that Kazakhstanis have communication skills in Kazakh, Russian and English. One of the goals of trilingual education is to develop the personality of a person who knows how to live in peace and harmony with people of different nationalities, who has a sense of respect and understanding for other cultures. «Currently, 90% of the world’s information is created in English. Every two years its volume doubles. Without mastering the English language, Kazakhstan will not achieve national progress» noted in the message of the first President of the Republic of Kazakhstan (RK). Based on this, English, in addition to being a language of international communication, also acts as a means of obtaining progressive information, and developing the ability to continuously adapt to changes and acquire new knowledge should become an important priority of existing educational programs. To solve this problem, a gradual and step-by-step transition to training future computer science teachers in a foreign language is proposed. At the initial stage of this transition, it is proposed to use an approach that will allow the development of foreign language communicative competence through the language of instruction in non-linguistic disciplines. At the same time, this approach will not require complete immersion of students and teachers in a foreign language. World experience shows that in such conditions the most effective solution is CLIL technology (Content and Language Integrated Learning) - this is subject-language integrated learning with a dual goal: learning a subject through a foreign language and a foreign language through the subject being studied, the expected result of which can be students' competence formed by CLIL. The implementation of training future computer science teachers in CLIL technology is of particular importance, since, on the one hand, it makes it possible to increase the efficiency of teaching the non-core discipline “Foreign Language” by linking it to a specific professional discipline, and on the other hand, to expand and deepen the mastered professional content through original materials in a foreign language, but without the need to add classroom hours. From all of the above it follows that the relevance of the study is determined by the tasks of training future computer science teachers with developed CLIL - competence aimed at achieving a new quality of training specialists ready to use a foreign language for professional purposes. However, the study of the works of foreign scientists, as well as domestic dissertations and scientific works devoted to the implementation of CLIL in the educational practice of the university, allows us to conclude that there is no clear idea of what competencies this educational approach helps to form, what competencies students of educational institutions of higher education acquire as a result of the use of this methodology, as well as the process of its formation. Based on the considered relevance of the issue and analysis of the current state of foreign language training of future computer science teachers in Kazakhstani universities, we identified the following contradictions: – between the high didactic potential of CLIL competence of future computer science teachers for the development of trilingual education in the Republic of Kazakhstan and the lack of theoretical and applied developments in CLIL training of future computer science teachers; – between the need to improve the quality of CLIL competence of future computer science teachers and the insufficient development of appropriate methodological support; – between the high demands from the state and students on the level of CLIL competence of future computer science teachers and existing technologies for language training in universities; – between the objectively existing need for the formation of CLIL competence of future computer science teachers and the insufficient knowledge of pedagogical conditions and mechanisms for implementing this process in the higher education system; – between the use of a model for the formation of CLIL competence of future computer science teachers as an effective way to develop CLIL education and the insufficient development of the process of formation of CLIL competence in the higher education system. The above contradictions made it possible to identify the research problem: What are the foundations of theoretical training and practical application of CLIL technology for future computer science teachers? The relevance of the research, the identified contradictions and the problem allow us to formulate the topic of this research: «Theoretical and practical bases of teaching CLIL technology for future computer science teachers». The purpose of the research is the theoretical justification and practical implementation of teaching CLIL technology to future computer science teachers. The object of the research is the process of training future computer science teachers. The subject of the research is the theoretical and practical foundations of teaching and implementing CLIL technology. The research is based on the hypothesis that if, when preparing future computer science teachers, the basics of teaching CLIL technology are theoretically substantiated and practically implemented, then this ensures the formation of CLIL competence of future computer science teachers, since CLIL competence is one of the requirements for the professional competencies of a modern computer science teacher. Based on the above, we set the following research objectives: 1) analyze current trends and current problems of CLIL education; consider its theoretical foundations and stages of formation in domestic and foreign methods, clarify the specifics of its implementation at the university, in particular, in the preparation of future computer science teachers; 2) determine the essence, content and structure of the concept “CLIL competence” as the basis for teaching CLIL technology to future computer science teachers; 3) develop an integrated model of the theoretical and practical foundations of teaching CLIL technology to future computer science teachers, its structure, content and key components; 4) develop a practical basis for teaching CLIL technology to future computer science teachers in the aspect of educational and methodological support and digital educational support for CLIL learning; 5) conduct experimental work on the introduction of CLIL technology into the educational process of future computer science teachers, evaluate and analyze the results of its implementation from a statistical point of view. The leading idea of the study is as follows: the introduction of theoretical and practical foundations for teaching CLIL technology to future computer science teachers contributes to the effective formation of CLIL competence, which is one of the important professional competencies of a modern computer science teacher. The theoretical and methodological basis of the research was: 1) legal documents regulating the implementation of trilingual education in Kazakhstan; 2) the basic provisions and principles of the subject-language integrated approach. Research methods: 1) theoretical: study and analysis of scientific and methodological literature on the formation of CLIL competence, theory and practice of teaching students subject knowledge in a foreign language and the use of CLIL learning technology in teaching; 2) empirical: pedagogical observation, questioning, survey, pedagogical experiment; 3) mathematical: methods of collecting, processing and analyzing statistical data. Main stages of the research: The first stage (2019-2020) is ascertaining. Current trends and current problems of CLIL education are analyzed; its theoretical foundations and stages of formation in domestic and foreign methods are considered, the specifics of its implementation at the university are clarified, in particular, in the preparation of future computer science teachers. A scientific research apparatus has been formed, basic concepts have been clarified, a survey has been conducted, a finding experiment and the first stage of a formative experiment have been conducted. The second stage (2020-2021 academic year, first half of the 2021-2022 academic year) is formative. The essence, content and structure of the concept “CLIL competence” are determined as the basis for teaching CLIL technology to future computer science teachers. A model of theoretical and practical foundations for teaching CLIL technology to future computer science teachers, its structure, content and key components have been developed. Practical foundations for teaching CLIL technology to future computer science teachers have been developed in the aspect of educational and methodological support and digital educational support for CLIL learning. The content of educational and methodological complexes of disciplines using CLIL technology has been supplemented in the preparation of future computer science teachers. The third stage (second half of the 2021–2022 academic year) is the final stage. The results of experimental studies were analyzed and statistically processed. General conclusions were drawn based on the results obtained, recommendations were made, decisions were made, and the dissertation research materials were formalized. The scientific novelty of the research and the theoretical significance of the research are as follows: 1. Modern trends and current problems of CLIL teaching have been updated; The stages of its formation in domestic and foreign methods are considered, the specifics of its implementation in the preparation of future computer science teachers at universities are clarified. 2. The essence, content and structure of the concept “CLIL competence” are identified, including the concept “CLIL competence of future computer science teachers” as the basis for teaching CLIL technology to future computer science teachers. 3. An integrated model of the theoretical and practical foundations of teaching CLIL technology to future computer science teachers has been developed, consisting of target, content and evaluation-effective blocks. 4. Practical foundations for teaching CLIL technology to future computer science teachers have been developed in terms of educational and methodological content and digital educational support for CLIL training to improve CLIL competence. 5. Experimental work was carried out on the introduction of CLIL technology into the educational process of future computer science teachers, the results of its effective implementation were assessed and analyzed. Practical significance of the research: 1) the content of the educational and methodological complex, the work program (Sillabus) of the discipline «IT in education», with the use of CLIL training, the educational program «6B01511 – Computer Science» of the Eurasian National University named after. L.N. Gumilyov; 2) the use of CLIL training in the study of the disciplines: «Mathematical Statistics», «Technology for Visualizing the Educational Environment» of the educational program «7M01511–Informatics» and «Operations Research» – the educational program «6B01511– Computer Science», Eurasian National University named after L.N. Gumilyov; 3) the use of CLIL training in the study of the ICT discipline of educational programs: – «6B01505 – Computer Science», «6B01502 – Mathematics – Computer Science», “6B01504 – Physics – Computer Science», Zhetysu University named after I. Zhansugurova; – «6B01530 – Computer Science», «6B01532 – Computer Science – Physics», «6B01533 – Computer Science – Mathematics», Pavlodar Pedagogical University named after Alkey Margulan. 4) an educational and methodological manual “Pedagogical technology of trilingual teaching CLIL” has been developed in Kazakh and Russian languages (ISBN 978-601-326-755-5, ISBN 978-601-326-756-2); 5) an electronic textbook “CLIL Technology: Theory and Practice” has been developed, ensuring the formation of CLIL competence of future computer science teachers (computer program, certificate No. 31051 dated December 13, 2022); 6) a digital educational environment “CLIL TECHNOLOGY” has been created, aimed at developing CLIL competence of future computer science teachers and related subject knowledge based on its integration (computer program, certificate No. 32999 dated February 24, 2023). The personal contribution of the applicant is to describe current trends and current problems of CLIL education and clarify the stages of its formation in domestic and foreign methods; identifying the essence, content and structure of the concept “CLIL competence”, including the concept “CLIL competence of future computer science teachers” as the basis for teaching CLIL technology to future computer science teachers; interpretation and analysis of the research results using quantitative and qualitative assessment methods; development of an integrated model of theoretical and practical foundations for teaching CLIL technology to future computer science teachers; design and implementation in the educational process of the digital educational environment “CLIL TECHNOLOGY”, the teaching aid “Pedagogical technology of trilingual teaching CLIL” and the electronic teaching aid “CLIL Technology: theory and practice”, integrating language material and sections of professional disciplines, ensuring the formation of CLIL competence future computer science teachers. The reliability and validity of the provisions made and the results obtained are determined by the methodological validity of the initial theoretical provisions, the use of methods adequate to the research objectives, the use of mathematical statistics methods for processing the results of experimental work, and the confirmation of the research hypothesis by its results. Discussion and implementation of research results: the main results of the research were published in international journals, presented and discussed at scientific seminars and international conferences. In particular, one article published in an international scientific journal indexed in the Web of Science (Q1), Scopus (93%) databases: 1. Teaching the CLIL technology to rising IT teachers // Interactive Learning Environments. – 2021. Two articles in scientific journals recommended by the Committee for Quality Assurance in Education and Science of the Ministry of Education and Science of the Republic of Kazakhstan: 1. CLIL технологиясы – тілдік емес мамандықтар студенттерінің шет тілін оқыту процесін белсендіру әдістемесі // Доклады Казахской академии образования. – 2020. 2. Образовательные результаты обучения технологии CLIL педагогов информатики // Вестник Торайгыров университета. – 2022. Four articles published at international conferences and in scientific journals of foreign countries: 1. Clil technology as an optimal technologyof trilingual education in the Republic of Kazakhstan // V Международная научно-практическая конференция «Наука и образование в современном мире: вызовы ХХI века» (Нур-Султан, 2019 – 7 декабря). 2. Еуразиялық ұлттық университетінде CLIL–тәжірибелер: Жетістіктер мен сәтсіздіктер // ХV Международная научная конференция «ǴYLYM JÁNE BІLІM– 2020» (Нур–Султан, 2020 – 10 апреля). 3. Subject–language integrated learning as the basis for preparing future computer science teachers / TIEES 2020: Trends and Innovations in E–business, Education and Security, Eighth International Scientific Webconference of Scientists and PhD, students or candidates/Online on the web (Bratislava, 2020 – 28-29 April). 4. Обучение технологии CLIL педагогов информатики // III Международное книжное издание стран Содружества Независимых Государств «Лучший педагог – 2022» (Астана, 2022 – Т. 5). Educational and methodological tools aimed at use in the educational process: 1. Educational and methodological manual « Pedagogical technology of trilingual education CLIL » in Russian and Kazakh languages. 2. Electronic textbook «CLIL Technology: Theory and Practice» (computer program, certificate No. 31051 dated December 13, 2022). 3. Digital educational environment “CLIL TECHNOLOGY” (computer program, certificate No. 32999 dated February 24, 2023). Structure of the dissertation: the dissertation consists of an introduction, three sections, a conclusion, a list of sources used and applications.