Saule Polatova

The development of trilingual education in Kazakhstan is an issue of national importance. The present study was conducted in two of Kazakhstan's universities to investigate the motivational conditions facilitating the learning of English as a third language. The participants were 218 students studying at the M. Auezov South Kazakhstan University, a state educational institution (n=115) and Miras University, a private university (n=103) in the 2019-2020 academic year. Data were collected using a researcher-made questionnaire, designed to investigate the students’ language use in various settings, their motivation toward learning English, and English proficiency. In addition, a focus group interview was used to obtain supplementary qualitative data. The findings from this study emphasise that to ensure the effectiveness of learning English as a foreign language, improved motivation and organisation are crucial factors.

The purpose of the article is to investigate the integrative and instrumental motivation and attitude of school science teachers involved in the process of learning English. A survey was conducted with school science teachers who were undertaking training at the Shymkent branch of Orleu, the national center for the in service training of teachers in South Kazakhstan. From the "State Program for Education Development in the Republic of Kazakhstan for 2011-2020", it became mandatory for school science teachers to teach through the medium of English, according to the national policy on trilingual education (Ministry of Education and Science of the Republic of Kazakhstan, 2010, p-2). The study involved 117 school science teachers (teaching Chemistry, Biology, Physics, and Computer Science): 18 males and 99 females from aged between twenty and sixty years old. Questionnaire data was collected through twenty items adapted from a five-point Likert scale. The statistical results f...