for putting his trust in me and offering an opportunity to undertake this doctoral level research... more for putting his trust in me and offering an opportunity to undertake this doctoral level research at the University of Bath. His expert guidance, generous support and extensive academic expertise have been instrumental throughout all stages of the study. It has been a privilege to work under his supervision. I am also enormously thankful to my second supervisor Dr Trevor Grimshaw for providing incisive and constructive feedback on my work. As a Bolashak International Scholarship holder, I would also like to extend my regard to JSC 'Center for International Programs', established by the president of the Republic of Kazakhstan Nursultan Nazarbayev, for granting generous, four-year funding for my PhD programme. I am deeply indebted to the administration of the school where I conducted this research and the participants of the study. Without their consent for classroom observations and numerous pre-and post-lesson interviews, generation of data for this investigation would not be possible. At a more personal level, I express my deepest appreciation to my father, Bakhyt; my wife, Aigerim; my in-laws, Kaldykul and Kobei for their love, support and care for me throughout these four years. My love to my daughters, Ayaulym and Rayann, for being a huge motivation and serving as antidepressants for me.
Eurasian Journal of Philology: Science and Education
The study of teacher beliefs in the field of language teaching has attracted much interest from r... more The study of teacher beliefs in the field of language teaching has attracted much interest from researchers in the last 30 years. It is important to examine teacher beliefs because they are believed to play a crucial role in motivating teachers' actual classroom practices. However, the review of the literature seems to suggest that research methods that scholars employ to study teacher beliefs play a key role in the development of our understanding of the said construct. This methodological paper critically assesses some of those methods, discusses the value of in-depth interviews to teacher cognition research, and offers specific interview types that can be useful in the investigation of teacher beliefs specifically concerning the teaching of speaking in EFL contexts. The paper argues that teachers' cognitive worlds be examined as embedded in their practices with the help of interviews. This is in line with a recent proposition in the field to designate situated professional practice as the entry point to investigations of teacher beliefs. The study results have implications for researchers in the field of teacher cognition.
World University Rankings (WUR) are growing in prominence in the eyes of governments and universi... more World University Rankings (WUR) are growing in prominence in the eyes of governments and universities around the world. Often this encourages the introduction of state- or institution-wide policies and regulations that put academics and graduate students under performative pressure to publish in international, peer-reviewed journals with a high impact factor (e.g., Scopus- or Web of Science-indexed journals). Such publication requirements are part of the broader internationalization of research (IoR) policies being implemented in many countries. This article adopts a faculty-based perspective and explores the response of academia to IoR policies in Kazakhstan, a developing country that actively pursues a strategy of integrating local academia into the global scientific community. The authors develop a typology of responses based on a literature review to guide the data collection and interpretation. Data for this study were collected through document analysis and semi-structured int...
The present study investigates the different oral corrective feedback (OCF) strategies that a lan... more The present study investigates the different oral corrective feedback (OCF) strategies that a language teacher applies in English as a Foreign Language (EFL) classroom practices. We also explore teacher's perceptions of the context (TPC) and pedagogical concerns (PC) in choosing a particular type of OCF. To this end, a case study of an EFL teacher practices were observed during the two-month period. The results of the analysis enabled the identification of all the types of oral corrective feedback used by the teacher. Subsequent stimulated recall interviews with the participant teacher were conducted to identify factors that guided the teacher's decisions. The results revealed that the participant teacher employed different types of oral corrections. His practices differed in relation to the use of the students' first language (L1). In addition, a combination of the teacher's perceptions of the context and pedagogical concerns (beliefs) influenced his decisions when providing correction. The findings provide important implications for teacher education and professional development.
The current study is an attempt to provide insights into the nature of tensions and consistencies... more The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs...
for putting his trust in me and offering an opportunity to undertake this doctoral level research... more for putting his trust in me and offering an opportunity to undertake this doctoral level research at the University of Bath. His expert guidance, generous support and extensive academic expertise have been instrumental throughout all stages of the study. It has been a privilege to work under his supervision. I am also enormously thankful to my second supervisor Dr Trevor Grimshaw for providing incisive and constructive feedback on my work. As a Bolashak International Scholarship holder, I would also like to extend my regard to JSC 'Center for International Programs', established by the president of the Republic of Kazakhstan Nursultan Nazarbayev, for granting generous, four-year funding for my PhD programme. I am deeply indebted to the administration of the school where I conducted this research and the participants of the study. Without their consent for classroom observations and numerous pre-and post-lesson interviews, generation of data for this investigation would not be possible. At a more personal level, I express my deepest appreciation to my father, Bakhyt; my wife, Aigerim; my in-laws, Kaldykul and Kobei for their love, support and care for me throughout these four years. My love to my daughters, Ayaulym and Rayann, for being a huge motivation and serving as antidepressants for me.
Eurasian Journal of Philology: Science and Education
The study of teacher beliefs in the field of language teaching has attracted much interest from r... more The study of teacher beliefs in the field of language teaching has attracted much interest from researchers in the last 30 years. It is important to examine teacher beliefs because they are believed to play a crucial role in motivating teachers' actual classroom practices. However, the review of the literature seems to suggest that research methods that scholars employ to study teacher beliefs play a key role in the development of our understanding of the said construct. This methodological paper critically assesses some of those methods, discusses the value of in-depth interviews to teacher cognition research, and offers specific interview types that can be useful in the investigation of teacher beliefs specifically concerning the teaching of speaking in EFL contexts. The paper argues that teachers' cognitive worlds be examined as embedded in their practices with the help of interviews. This is in line with a recent proposition in the field to designate situated professional practice as the entry point to investigations of teacher beliefs. The study results have implications for researchers in the field of teacher cognition.
World University Rankings (WUR) are growing in prominence in the eyes of governments and universi... more World University Rankings (WUR) are growing in prominence in the eyes of governments and universities around the world. Often this encourages the introduction of state- or institution-wide policies and regulations that put academics and graduate students under performative pressure to publish in international, peer-reviewed journals with a high impact factor (e.g., Scopus- or Web of Science-indexed journals). Such publication requirements are part of the broader internationalization of research (IoR) policies being implemented in many countries. This article adopts a faculty-based perspective and explores the response of academia to IoR policies in Kazakhstan, a developing country that actively pursues a strategy of integrating local academia into the global scientific community. The authors develop a typology of responses based on a literature review to guide the data collection and interpretation. Data for this study were collected through document analysis and semi-structured int...
The present study investigates the different oral corrective feedback (OCF) strategies that a lan... more The present study investigates the different oral corrective feedback (OCF) strategies that a language teacher applies in English as a Foreign Language (EFL) classroom practices. We also explore teacher's perceptions of the context (TPC) and pedagogical concerns (PC) in choosing a particular type of OCF. To this end, a case study of an EFL teacher practices were observed during the two-month period. The results of the analysis enabled the identification of all the types of oral corrective feedback used by the teacher. Subsequent stimulated recall interviews with the participant teacher were conducted to identify factors that guided the teacher's decisions. The results revealed that the participant teacher employed different types of oral corrections. His practices differed in relation to the use of the students' first language (L1). In addition, a combination of the teacher's perceptions of the context and pedagogical concerns (beliefs) influenced his decisions when providing correction. The findings provide important implications for teacher education and professional development.
The current study is an attempt to provide insights into the nature of tensions and consistencies... more The current study is an attempt to provide insights into the nature of tensions and consistencies between teachers’ belief-practice relationships and how these impact on teaching practices. The study aims to address three main research gaps. Firstly, it explores EFL teachers’ belief-practice consistency level in relation to the teaching of speaking, an understudied curricular domain. Secondly, the phenomenon is examined from two major perspectives: teachers’ perceptions of their own pedagogical contexts and their core-peripheral belief systems, thus using a multi-perspective approach which is usually not the case with other studies in the field. Finally, the study took place in Kazakhstani secondary school EFL classrooms, a geographical context which has not featured at all in the language teacher cognition literature to date. Using a multiple-case design and multiple methods of data collection, the research project explored the relationship between four EFL teachers’ stated beliefs...
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