RESEARCH IN EDUCATION: A SUGGESTED COURSE SYLLABUS FOR ENGLISH LANGUAGE TEACHING DEPARTMENTS IN KAZAKHSTAN

The development of research competencies has become an essential component of teacher education worldwide, including English Language Teaching (ELT) departments. While the ‘Research in Education’ course has been compulsory in ELT curricula of universities in Türkiye since the 2006–2007 academic year, it is still available; our 2024–2025 scan of ELT syllabi in Kazakhstan indicates that the course is still not compulsory in many ELT departments in Kazakhstan. Despite growing recognition that effective teaching and reflective inquiry are interconnected, the absence of a structured Research in Education course in Kazakhstani institutions raises critical questions about the research literacy of future English language teachers. The current study is qualitative and aims to contribute to curriculum innovation by offering evidence-based recommendations for integrating the Research in Education course into the ELT curriculum in Kazakhstan and suggesting appropriate syllabus content. Through document analysis of publicly available online syllabi from 58 state universities in Türkiye, the authors identified and systematised approximately 324 course topics from 45 accessible syllabi. These topics were thematically grouped and refined into 23 main content areas, including Introduction to Research. Less frequently addressed areas were: the Purpose and Importance of Research. By mapping the current content trends in Turkish ELT departments, this study proposes a model syllabus adaptable to the Kazakhstani context. Recommendations are provided to harmonize ELT curricula in Kazakhstan with international standards by embedding structured research components that foster analytical thinking, academic writing skills, and evidence-informed practice. The findings can serve as a resource for curriculum developers and faculty members seeking to enhance the research literacy of future English language teachers in Kazakhstan. The purpose of the article is to justify the inclusion of the course “Research in Education” in Kazakhstan’s ELT curricula and to propose a content model based on the analysis of Turkish university programs.

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