Developing Foreign Language Communicative Competence in Future Natural Science Teachers with Online Speech Simulators: The Kazakhstan Experience
Keywords:
communicative competence; foreign language; natural science teachers; speech simulator; technology-enhanced learningAbstract
Improving the quality of education and training for future specialists in Kazakhstan requires the integration of digital tools to overcome barriers in foreign language learning, particularly for students in the natural sciences. This study investigates the development of foreign language communicative competence (FLCC) among first-year university students majoring in biology, chemistry, and physics through online speech simulators created on the Tilda platform. A quasi-experimental design with criterion-based sampling was used to form experimental and control groups (n=84) at South Kazakhstan Pedagogical University in 2024. Data were collected using pre- and post-tests assessing five key FLCC components: linguistic, speech, sociocultural, compensatory, and educational and cognitive. Platforms such as Quizizz and Tilda were integrated into the intervention. Statistical analysis included the Cramer-Welch test, Chi-square test, and Kendall’s Tau coefficient. Results showed significant improvement in FLCC, especially in the sociocultural component (+21%), with 32 students in the experimental group progressing from medium to high FLCC levels. The study highlights the potential of technology-enhanced learning in language proficiency and teacher preparation in Kazakhstan’s natural science education, recommending the integration of speech simulators into pre-service teacher training programs and the adaptation of national educational standards to include digital tools for developing foreign language communicative competence.
https://doi.org/10.26803/ijlter.24.6.13
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