Dinara Sarzhanova
Faculty of Philology, Khoja Akhmet Yassawi International Kazakh-Turkish University, Turkistan 161200, Kazakhstan
Gulnara Rizakhojayeva
Project Office, Abai Kazakh National Pedagogical University, Almaty 050010, Kazakhstan
Madina Akeshova
Language School, International University of Tourism and Hospitality, Turkistan 161200, Kazakhstan
Aida Shakiyeva
Faculty of Philology, M. Auezov South Kazakhstan University, Shymkent 160000, Kazakhstan
Tlekshi Yessimgaliyeva
Faculty of Olympic Sport , Kazakh Academy of Sport and Tourism , Almaty 050022, Kazakhstan
Lyazzat Ibrayeva
Department of Kazakh, Russian and Latin Languages, South Kazakhstan Medical Academy, Shymkent 160000, Kazakhstan
Technological innovations are transforming language teaching, moving from traditional to modern teaching methods. This study examines the impact of information and communication technologies on the teaching proficiency of future teachers using a quasi-experimental design. Participants were divided into an experimental group and a control group. The experimental group received specialized training, including interactive digital platforms, AI-based language applications, and context-based learning scenarios, while the control group followed the traditional curriculum. The results indicate a significant increase in language proficiency scores for the experimental group. Paired t-tests and effect size calculations (Cohen’s d = 1.05) confirmed substantial improvements, highlighting the practical effectiveness of the intervention. In contrast, the control group demonstrated only marginal gains, underscoring the limitations of traditional methods. The findings suggest that information and communication technologies-based instruction enhances not only linguistic competence but also pedagogical adaptability and digital literacy among future educators. The study’s diagnostic tools can support teacher training, professional development programs, and curriculum improvement. In conclusion, the integration of information and communication technologies plays a key role in enhancing the teaching proficiency of future teachers. These results highlight the potential of innovative pedagogical approaches in preparing educators for the challenges of today’s dynamic classrooms, equipping them with the necessary digital and methodological skills for effective instruction.
[1] Garad, A., Gold, J., 2019. The learning-driven organization: toward an integrative model for organizational learning. Industrial and Commercial Training. 51(6), 329–341. DOI: https://doi.org/10.1108/ICT-10-2018-0090
[2] Dejene, W., 2020. Conceptions of teaching & learning and teaching approach preference: Their change through preservice teacher education program. Cogent education. 7(1), 1833812. DOI: https://doi.org/10.1080/2331186X.2020
[3] Lim, J., Ko, H., Yang, J.W., et al., 2019. Active learning through discussion: ICAP framework for education in health professions. BMC medical education. 19(1), 477. DOI: https://doi.org/10.1186/s12909-019-1901-7
[4] Xu, X., Shi, Z., Bos, N.A., et al., 2023. Student engagement and learning outcomes: an empirical study applying a four-dimensional framework. Medical education online. 28(1), 2268347. DOI: https://doi.org/10.1080/10872981.2023
[5] Haleem, A., Javaid, M., Qadri, M.A., et al., 2022. Understanding the role of digital technologies in education: A review. Sustainable operations and computers. 3, 275–285. DOI: https://doi.org/10.1016/j.susoc.2022.05.004
[6] Alenezi, M., Wardat, S., Akour, M., 2023. The need of integrating digital education in higher education: Challenges and opportunities. Sustainability. 15(6), 4782. DOI: https://doi.org/10.3390/su15064782
[7] Akour, M., Alenezi, M., 2022. Higher education future in the era of digital transformation. Education Sciences. 12(11), 784. DOI: https://doi.org/10.3390/educsci12110784
[8] Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., et al., 2021. Digital technologies and the automation of education—key questions and concerns. Postdigital Science and Education. 5, 15–24. DOI: https://doi.org/10.1007/s42438-021-00263-3
[9] Kang, L., 2024. Revolutionizing Vocational Education: Information-Based Instruction and the Knowledge Economy. Journal of the Knowledge Economy. 1–33. DOI: https://doi.org/10.1007/s13132-024-01797-0
[10] Zhang, H., Dai, W., He, J., 2024. An analysis of the differences in information-based teaching to improve the learning achievements of Chinese higher vocational college students. Asia Pacific Education Review. 25(5), 1305–1317. DOI: https://doi.org/10.1007/s12564-023-09855-z
[11] Harushimana, I., 2022. Preparing educators who save lives: what can US schools of education do? Journal for Multicultural Education. 16(3), 225–236. DOI: https://doi.org/10.1108/JME-11-2021-0198
[12] Kylyvnyk, V., Malyshevska, I., Pavelkiv, K., et al., 2022. Professional Training of Future Foreign Language Teachers: Socio-Cultural Aspect. Revista Romaneasca Pentru Educatie Multidimensionala. 14(1), 176–195. DOI: https://doi.org/10.18662/rrem/14.1/513
[13] Havrilova, L., Beskorsa, O., Ishutina, O., et al., 2021. Introduction of Intercultural Communication Studies into the Curriculum of Pedagogical University. Revista Romaneasca Pentru Educatie Multidimensionala. 13(3), 448–467. DOI: https://doi.org/10.18662/rrem/13.3/461
[14] Keshavarz, M., Ghoneim, A., 2021. Preparing educators to teach in a digital age. The International Review of Research in Open and Distributed Learning. 22(1), 221–242. DOI: https://doi.org/10.19173/irrodl.v22i1.4910
[15] Guri-Rosenblit, S., 2018. E-teaching in higher education: An essential prerequisite for e-learning. Journal of new approaches in educational research. 7(2), 93–97. DOI: https://doi.org/10.7821/naer.2018.7.298
[16] Abulibdeh, A., Zaidan, E., Abulibdeh, R., 2024. Navigating the confluence of artificial intelligence and education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production. 437, 140527. DOI: https://doi.org/10.1016/j.jclepro.2023.140527
[17] Southworth, J., Migliaccio, K., Glover, J., et al., 2023. Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence. 4, 100127. DOI: https://doi.org/10.1016/j.caeai.2023.100127
[18] Vasіutina, Т., Kondratiuk, О., Lukianchenko, O., et al., 2022. Competence approach to teaching future primary school teachers. Revista Tempos e Espaços em Educação. 15(34), e16598. DOI: https://doi.org/10.20952/revtee.v15i34.16598
[19] Brianza, E., Schmid, M., Tondeur, J., et al., 2024. Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review. Computers and Education Open. 7, 100201. DOI: https://doi.org/10.1016/j.caeo.2024.100201
[20] Lind, J., Pelger, S., Jakobsson, A., 2020. Students’ knowledge of emerging technology and sustainability through a design activity in technology education. International Journal of Technology and Design Education. 32, 243–266. DOI: https://doi.org/10.1007/s10798-020-09604-y
[21] Çoban Sural, Ü., Yaşar Sağlık, Z., 2024. Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation. Education and Information Technologies. 29, 20823–20853. DOI: https://doi.org/10.1007/s10639-024-12688-x
[22] Muchacki, M., 2022. Peculiarities of Personality Development of the Future in the Context of Information and Communication Technologies and Education System Reform (Polish Experience). Futurity Education. 2(1), 55–67. DOI: https://doi.org/10.57125/FED.2022.25.03.6
[23] Baako, I., Abroampa, W. K., 2024. Context matters: exploring teacher and learner contexts in ICT integration in slum public basic schools in Ghana. Cogent Education. 11(1), 2342637. DOI: https://doi.org/10.1080/2331186X.2024.2342637
[24] Imran, M., Almusharraf, N., Abdellatif, M.S., et al., 2024. Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study. Heliyon. 10(8), e29175. DOI: https://doi.org/10.1016/j.heliyon.2024.e29175
[25] Winson, V.R.V., Arunkumar, V., Rao, D.P., 2023. Exploring the Landscape of Teaching and Learning English as a Second Language in India. Assyfa Learning Journal. 1(2), 104–111. DOI: https://doi.org/10.61650/alj.v1i2.123
[26] Nurgaliyeva, S., Zeinolla, S., Aben, A., et al., 2025. Kazakhstan’s universities: global challenges and local duties improving education quality. International Journal of Evaluation and Research in Education. 14(1), 768–776. DOI: http://doi.org/10.11591/ijere.v14i1.31852
[27] Tajibayeva, Z., Nurgaliyeva, S., Aubakirova, K., et al., 2023. Investigation of the psychological, pedagogical and technological adaptation levels of repatriated university students. International Journal of Education in Mathematics, Science, and Technology. 11(3), 755–774. DOI: https://doi.org/10.46328/ijemst.3336
[28] Nurgaliyeva, S., Zhumabayeva, A., Kulgildinova, T., et al., 2025. Evaluating student satisfaction of terminological apparatus with natural and mathematical textbooks in Kazakhstani schools. Cogent Education. 12(1), 2468563. DOI: https://doi.org/10.1080/2331186X.2025.2468563
[29] Nurgaliyeva, S., Bolatov, A., Abildina, S., et al., 2024. COVID-19 online learning challenges: Kazakhstan secondary schools case study. Frontiers in Education. 9, 1448594. DOI: https://doi.org/10.3389/feduc.2024.1448594
[30] Izat, M., Kyyakbayeva, U., Nurgaliyeva, S., et al., 2024. The implications of educational games on the development of children's intellectual abilities. International Journal of Innovative Research and Scientific Studies. 8(1), 126–136. DOI: https://doi.org/10.53894/ijirss.v8i1.3578
[31] Karibaev, Z., Zhumabayeva, A., Kurbonova, B., et al., 2024. Subjective Well-Being of Students with Disabilities in Kazakhstan: An Exploration of Practice. Journal of Curriculum Studies Research. 6(2), 88–103. DOI: https://doi.org/10.46303/jcsr.2024.12
[32] Cortina-Pérez, B., Andúgar, A., 2021. Exploring the ideal foreign language teacher profile in Spanish preschools: teacher education challenges. Teachers and Teaching. 27(8), 713–729. DOI: https://doi.org/10.1080/13540602.2021.2004112
[33] Madalińska-Michalak, J., Bavli, B., 2018. Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education. 41(5), 688–706. DOI: https://doi.org/10.1080/02619768.2018.1531125
[34] Li, Q., Xie, Z., Zeng, G., 2023. The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers. Sage Open. 13(1). DOI: https://doi.org/10.1177/21582440221149005
[35] Panakaje, N., Ur Rahiman, H., Parvin, S.R., et al., 2024. Revolutionizing pedagogy: navigating the integration of technology in higher education for teacher learning and performance enhancement. Cogent Education. 11(1), 2308430. DOI: https://doi.org/10.1080/2331186X.2024.2308430
[36] Al-Adwan, A.S., Meet, R.K., Kala, D., et al., 2024. Closing the divide: Exploring higher education teachers’ perspectives on educational technology. Information Development. 1–27. DOI: https://doi.org/10.1177/02666669241279181
[37] Akram, H., Abdelrady, A.H., Al-Adwan, A.S., et al., 2022. Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in psychology. 13, 920317. DOI: https://doi.org/10.3389/fpsyg.2022.920317
[38] Sarzhanova, D., Kulgildinova, T., 2022. Enhancing professional competence in foreign language teaching: practicing information and contextual technologies. Bulletin. Series: Pedagogical Sciences. 64(1). DOI: https://doi.org/10.48371/PEDS.2022.64.1.016
[39] Hiratsuka, T., Nall, M., Castellano, J., 2024. Trans-speakerism: A trioethnographic exploration into diversity, equity, and inclusion in language education. Language and Education. 38(6), 1044–1060. DOI: https://doi.org/10.1080/09500782.2023.2223565
[40] Zhang, H., Koda, K., Han, Y., et al., 2019. Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System. 87, 102146. DOI: https://doi.org/10.1016/j.system.2019.102146
Copyright © 2025 Dinara Sarzhanova , Gulnara Rizakhojayeva , Madina Akeshova, Aida Shakiyeva , Tlekshi Yessimgaliyeva , Lyazzat Ibrayeva
This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.
