asuВестник Атырауского университета имени Халела ДосмухамедоваBulletin of the Khalel Dosmukhamedov Atyrau University2077-01972790-332XАтырауский университет имени Халела Досмухамедова10.47649/vau.25.v79.i4.15asu-2496Research ArticleПЕДАГОГИКА И ПСИХОЛОГИЯPEDAGOGY AND PSYCHOLOGYНАВЫКИ ЧТЕНИЯ КАЗАХСТАНСКИХ ПОДРОСТКОВ НА АНГЛИЙСКОМ ЯЗЫКЕREADING ABILITY OF YOUNG KAZAKHSTANI ADOLESCENTS IN ENGLISHhttps://orcid.org/0000-0002-5183-6962АхметоваА. Б.AkhmetovaA.

Ахметова Айгуль Булатовна – основной автор, доктор PhD, ассоциированный профессор образовательной программы «Иностранный язык: два иностранных языка»,

г. Павлодар

Aigul Akhmetova – corresponding author, PhD, associate professor of educational program “Foreign language: two foreign languages”,

Pavlodar

aigul0884@mail.ruhttps://orcid.org/0000-0002-6726-2940ИмамбаеваГ. Е.ImambayevaG.

Имамбаева Гайша Ертаевна – доктор филологических наук, профессор, 

г. Павлодар

Gaysha Imambayeva – doctor of philological sciences, professor Prof. Dr.,

Pavlodar

lady.gaysha@mail.ruhttps://orcid.org/0000-0003-4254-1932АлимоваШ. Ж.AlimovaSh.

Алимова Шолпан Жанболатовна – доктор PhD, ассоциированный профессор образовательной программы «Иностранный язык: два иностранных языка»,

г. Павлодар

Sholpan Alimova – PhD, associate professor of educational program “Foreign language: two foreign languages”,

Pavlodar

sholpan_alimova@mail.ruhttps://orcid.org/0009-0007-0922-3007ЖумакельдинаБ. К.ZhumakeldinaB.

Жумакельдина Баглан Калымтаевна – магистр педагогики, 

г. Павлодар

Baglan Zhumakeldina – MA, master of pedagogy,

Pavlodar

baglana@bk.ruПавлодарский педагогический университет им. Әлкей МарғұланКазахстанPavlodar pedagogical university named after A. MargulanKazakhstanИнновационный Евразийский университетКазахстанInnovative Eurasian UniversityKazakhstan202518022026794162172Copyright © Ахметова А.Б., Имамбаева Г.Е., Алимова Ш.Ж., Жумакельдина Б.К., 20262026Ахметова А.Б., Имамбаева Г.Е., Алимова Ш.Ж., Жумакельдина Б.К.Akhmetova A., Imambayeva G., Alimova S., Zhumakeldina B.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://asu.ejournal.kz/jour/article/view/2496

Целью данного трёхлетнего исследования является оценка навыков чтения на английском языке как иностранном (ИЯ) среди учащихся восьмых классов в Казахстане. Грамотность чтения играет одну из важнейших ролей в процессе обучения, а также расширяет кругозор человека в любой академической области (OECD, 2018). В данном исследовании изучались навыки чтения и грамотности учащихся восьмых классов средних школ г. Павлодар. Количество участников, проходивших тестирование на компьютере в течение периода с 2018 по 2020 год, варьировалось. Инструментами для сбора данных были онлайн-тесты по английскому языку как ИЯ, проводимые электронной диагностической системой оценки (eDia), и анкета с дополнительными вопросами, адаптированная из Программы международной оценки учащихся (PISA) (OECD, 2018). Тесты по чтению на английском языке ранее были модифицированы и валидированы (см. Nikolov & Csapó, 2010), хотя были использованы некоторые дополнительные материалы, учитывающие культурные особенности страны. Надёжность тестов по английскому языку в течение трёхлетнего исследования была очень высокой, что было оценено с помощью коэффициента альфа Кронбаха для 8-го класса в 2018 году (α=0.96), а также (α=0.94) в 2019 и 2020 годах. Результаты не выявили значимых гендерных различий среди учащихся 8-го класса в результатах тестов по английскому языку за три года (p>0.05). Однако небольшая величина эффекта первого/родного языка в ходе трёхлетнего исследования в 8-м классе подчеркивает важность обучения навыкам чтения на английском языке как иностранном для учащихся 8-го класса в Казахстане.

The purpose of this brief three-year research study is to assess the reading ability in English, as a foreign language (FL), among eighth-grade learners in Kazakhstan. Reading literacy plays a crucial role in the learning process and increases knowledge of human beings across academic domains (see OECD, 2018). This study examined the reading and literacy skills of eighth-grade students in secondary schools in Pavlodar. The number of participants varied during the computer-based assessment from 2018 to 2020.

The instruments for data collection were online tests in English as a FL administered by the Electronic Diagnostic Assessment System (eDia) and a questionnaire with background items adapted from the Programme for International Student Assessment (PISA) (OECD, 2018). English reading tests have been previously modified and validated (see Nikolov & Csapó, 2010), although additional specific materials on the country's cultural features have been used.

The reliability of the English language tests during the three-year assessment was very high, as measured by Cronbach’s alpha coefficient for the 8th grade in 2018 (α = 0.96), and in 2019 and 2020 (α = 0.94). The results revealed no significant gender differences in English language test performance among eighth-grade students over three years (p > 0.05). However, the small effect size of the first/native language during the three-year assessment study in eighth grade highlighted the importance of teaching reading skills in English as a foreign language for eighth-grade students in Kazakhstan.

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The authors declare that there are no conflicts of interest present.