31. LEd – Network on Language and Education
Poster
Developing Reading Skills of High School Students in Biology Lessons Through the Analysis of Scientific Articles
Kural Karazhanova1, Gulzhan Nussipzhanova2, Ainur Auyesbayeva3, William Kayode Olaifa4, Salavat Yerbolat5
1Nazarbayev School, Kazakhstan; 2Nazarbayev School, Kazakhstan; 3Nazarbayev School, Kazakhstan; 4Nazarbayev School, Kazakhstan; 5Nazarbayev School, Kazakhstan
Presenting Author: Karazhanova, Kural;
Yerbolat, Salavat
This study examines the effectiveness of a literacy development program in improving the ability of 12th grade students to critique and analyze biology-based research articles. The experimental methodology involved use of targeted instructional strategies, specifically scientific articles published in the last five years in the domain of biology, and activities aimed at improving comprehension, critical thinking, and the ability to synthesize information from scientific texts. A quasi-experimental design with pre- and post-assessments to measure the impact of the intervention was employed. The results show a significant improvement in reading and pronunciation skills in the context of biology literacy, indicating the potential of such programs to promote scientific literacy. The results contribute to the ongoing discourse on improving reading skills and science education in Kazakhstan and have implications for curriculum design and instructional practice in high school biology classes.
In today's digital age, the ability to read and comprehend scientific articles is becoming increasingly important for students, especially in subjects like biology. As 12th grade students prepare for higher education and scientific careers, it is crucial to develop their reading skills in order to navigate and understand complex scientific literature. This is particularly important for developing countries like Kazakhstan where science literacy is relatively low. For context, a report titled “Education Policy Outlook Kazakhstan” published in 2018 emphasized the need for improvement of reading skills among Kazakhstani students as performance indicators adjudged through the PISA (Program for International Student Assessment) showed that students’ performance in reading tasks remain low and unchanged despite improvement in other metrics including mathematics (https://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Kazakhstan-2018.pdf). The report also hinted that this has contributed to a decline in the number of students entering higher education. This research study therefore aims to explore effective strategies for developing reading skills in 12th grade students during biology lessons with a focus on the analysis of scientific articles.
Reading skills are fundamental for acquiring knowledge in any subject and biology is no exception. The ability of high school pupils to understand and critically assess scientific papers becomes even more important as they proceed to more advanced educational levels. Scientific articles serve as valuable resources that provide the latest research findings, methodologies, techniques and technologies, and theories in the field of biology and other STEM subjects. By developing strong reading skills, 12th grade students can enhance their understanding of the subject matter, critically evaluate scientific facts, and apply acquired knowledge in practical situations.
In general, the commonly adopted strategy for developing reading skills is to introduce scientific articles early to students in their biology education. By gradually increasing the complexity and length of the articles, students can develop their reading skills over time. Pre-reading activities such as predicting the content based on the title and abstract, identifying key vocabulary, subject-based terminology, and setting reading goals. During reading, students can highlight important information, annotate the text, analyze using SWOT approach, debate, and summarize each section. Post-reading activities may also involve group discussions, concept mapping, and reflection on the main ideas and practical implication of the article.
Our study looks into the efficacy of a focused reading skills development program with an emphasis on biology classes for 12th graders. The study fills a vacuum in the literature by focusing on interventions specifically designed to address the special difficulties associated with reading and understanding scientific texts in biology classes at high schools. By enhancing reading skills, students can engage more meaningfully with scientific content, fostering science literacy as well as preparing them for future academic and professional pursuits.
Methodology, Methods, Research Instruments or Sources UsedA combination of surveys, interviews, lesson observation, document analysis through independent and group discussions and demonstrations were used. A total of twenty-four (24) from both grades 11 and 12 of Nazarbayev Intellectual School of Biology and Chemistry, Aktau, participated in the study. They were divided into experimental and control groups at random. The reading skills improvement program included interactive exercises, guided readings, and group discussions based on articles from biology-based scientific journals. Pre- and post-assessments tested students' reading skills, including comprehension, critical analysis, and synthesis of information. The initial survey was used to assess students' perception on scientific articles in the field of biology, their experience, difficulties, and outlook on probable solutions. Most students (85%) have challenges understanding scientific articles pre-intervention. Students (85%) find it difficult to work with tasks that require the use of complex scientific terms, as well as difficulties in synthesizing information from scientific texts. Students (100%) believe that their reading skills could be developed in biology class through tasks such as working with scientific texts and creating posters. Our choice of articles was informed by the age and predetermined science literacy of the students. Students were provided with supportive environment. Consequently, participants were actively encouraged to work in pairs or groups. The effect of the intervention on students' reading skill was evaluated through reflection to determine the efficiency, pros, cons, and possible areas of improvement for further research. Post-assessment results showed a notable improvement in the experimental group's understanding, synthesis, and critical interpretation of scientific information.
Conclusions, Expected Outcomes or FindingsThe results indicate that the reading ability of the experimental group significantly outperformed those of the control group. According to pre-assessment results, both groups' baseline reading proficiency levels were comparable. Post-assessment results, however, showed a notable improvement in the experimental group's understanding, synthesis, and critical interpretation of scientific information. The findings of earlier research highlighting the significance of focused interventions in science education are consistent with the observed improvement in students' reading abilities.
The incorporation of interactive activities and focused lessons using scientific articles within the biology curriculum appears to be a promising approach to enhance science literacy. The small sample size and relatively short experimental period, among other drawbacks, point to potential areas for future study. The findings highlight the potential for incorporating reading skills development programs into biology classes in high school, furthering the larger objective of developing scientifically literate people. In summary, this study offers empirical evidence in favor of the efficacy of a reading skills development program in biology classes for students in the twelfth grade. The findings have consequences for teachers, curriculum developers, and policymakers who want to improve high school students' scientific literacy. This intervention supports the larger endeavor of preparing students for academic success as well as providing them with the skills for lifetime learning and scientific inquiry by addressing the particular difficulties related to reading and interpreting scientific articles.
ReferencesAdams, K., & Kameenui, E. (1994). Theoretical foundations of learning to read. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research (pp. 173–206). Routledge.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). International Reading Association.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.
Krauja I, Birzina R. Meaningful Reading Skills for Improvement of Biological Literacy in Primary School. Rural environment Education Personality (REEP) : proceedings of the 11th International scientific conference. 2018;11(June):185–93.
Winslow E. The influence of improved literacy on understanding in high school biology Using specific strategies to improve literacy and science comprehension. Education Masters. 2010;102.
31. LEd – Network on Language and Education
Poster
Improvement of Academic Writing of ESL Students in Science Subjects: How Systematically “Dictation” Helps Students to Improve Academic Writing
Asif Abbas Syed2, Nadeem Jafri1, Nurtas Adaikhan1, Rakhymzhan Kossanov2, Moldir Duisengalieva2, Aisaule Tleulessova2
1Nazarbayev Intellectual School of Physics and Mathematics Astana Kazakhstan; 2Nazarbayev Intellectual School of Chemistry and Biology Atyrau Kazakhstan
Presenting Author: Tleulessova, Aisaule
Abstract:
Significant strides have been made to establish the distinctions between academic and informal writing, emphasizing that academic language demands conciseness, formality, precision, and careful structure (Smith, 2019). Further research was needed to apply new strategies in an active learning time in the classrooms to bring an advancement in academic writing. Depth of the issue was investigated with surveys, observing students work in class, conducting assessment, students interviews and consulting with teachers of all subjects and concluded that weak academic writing is also a reason of students’ poor academic performance and lower grades in subjects which eventually leads to the loss of students’ confidence. The art of writing is the art of discovering what you believe (Gustave Flaubert). Team composed fresh intervention tactics after students’ workshops, interviews, and meetings. Implemented strategies for decided period and closely monitored the students’ performance. Deployed vocabulary-expansion activities, systematic writing workshops. Subject teachers incorporated specific grammar and syntax activities to help students with typical language difficulties. Endorsed dictation in lessons so students can encounter shortcomings. Created writing assignments and workshops that are pertinent to science subjects so that students may use their language abilities in a useful context. Kaizen principal was used to promote and strengthen virtuous writing habits, gave students regular, constructive comments on their work to make them consistent. Surveys were done on a regular basis, and the findings showed that many teachers were improving their pupils' performance using these tactics. Teachers were taken aback by the outcomes both before and after, numerous pupils began raising their scores and started taking science projects. This research promises an overall academic improvement of students in science subjects.
Introduction:
Upon thorough examination of the principal examiner reports spanning the past three years, which meticulously detail the outcomes of external assessments for all NIS schools under the aegis of the Cambridge International Exam Board (CIE), a discernible pattern has emerged. It has come to our attention that a substantial portion of students, exceeding 70%, encountered challenges in tackling high order thinking questions, necessitating a heightened proficiency in academic writing. Furthermore, an alarming statistic reveals that more than 80% of questions requiring written responses elicited answers that were below the established average competency level. This analysis underscores the pressing need for targeted interventions to enhance students' capabilities in handling advanced cognitive tasks and written assessments.
The teachers also had the audacity to interview students, as if their subjective opinions could shed any light on the matter. And to top it all off, they consulted teachers from various subjects, as if their biased perspectives would offer any valuable insights. The results of this endeavor revealed that weak academic writing contributes to students' poor academic performance and lower grades.
The implementation of inventive tactics brought about a sense of excitement and anticipation, as they promised to improve students’ academic writing and performance. As an outcome, educators realized the importance of this research and developed a team of 12 science teachers with 250 students from two schools.
Team decided to lounge an action research about the improvement of students’ academic writing by implementing fresh and innovative intervention strategy “dictation” under the umbrella of following research question:
“How systematically “dictation” helps students to improve academic writing?”
Methodology, Methods, Research Instruments or Sources UsedIn this study, we use a mix of methods to understand and improve students' academic writing skills. We start with surveys to learn about students' preferences and challenges in writing. Teachers also share their thoughts on students' writing throughout the research. We analyze students' exam scores from the past, present, and future terms to see how their writing skills change over time. One important part of our approach is using "dictation". We dedicate 20 minutes for “dictation” activity in each 80-minute lesson. This means students listen to a passage and then write it down. This helps improve listening skills, spelling, and overall language accuracy. We do this regularly to encourage continuous improvement, following the Kaizen principle (Masaaki Imai, 1980). At the end of the research, we do another round of surveys and get more feedback from teachers to see how effective our methods have been in improving students' academic writing skills over time. This approach, combining surveys, teacher feedback, and a focus on dictation, gives us a complete picture of students' writing skills and the impact of our interventions.
These activities were meticulously designed to offer students a valuable opportunity to apply their language abilities in a meaningful way, enhancing their understanding of scientific concepts and fostering effective communication. By engaging in these assignments and workshops, students were able to develop their language proficiency and scientific knowledge. The implementation of the Kaizen principle (small incremental changes create an impact over time) played a pivotal role in cultivating and reinforcing exemplary writing practices. To ensure a consistent and continuous improvement, students were consistently provided with valuable and constructive feedback on their work. Additionally, periodic surveys were conducted to gather valuable insights.
Conclusions, Expected Outcomes or FindingsThe survey's findings shed important light on students' preferences and difficulties with academic writing, especially when it comes to chemistry, biology, and physics. When asked which type of question they preferred for assignments or tests, most (40%) said they felt most comfortable with calculation-based questions, while 20% said they preferred clearly defined descriptive questions. Remarkably, 20% of respondents thought that questions combining computation and descriptive aspects were appropriate. The poll did, however, also draw attention to certain important difficulties that students have when writing academically about these topics. A significant 48% of participants cited a restricted comprehension of concepts as the main obstacle, highlighting a possible deficiency in fundamental knowledge. Furthermore, 31% of respondents said they had trouble putting ideas into words, pointing to a larger problem with effectively communicating scientific topics in writing. This research indicates that there is a definite need for treatments targeted at strengthening students' textual expression of scientific concepts and their conceptual understanding.
At the end of the intervention, we expect:
o Several teachers improved their students' academic achievement by implementing novel strategies.
o It is discovered that the techniques employed in this study can be applied to enhance academic writing in a variety of departments and subject areas, not just science.
o The study's main objective was to determine the students' status, which made it possible to better understand why they struggled with writing on tests.
o The study looked at strategies for enhancing academic writing skills.
o Several favorable results are seen based on observations made in the classroom. Teachers gained new strategies for applying subject-specific words and phrases.
o It is worth mentioning that a significant positive shift was observed in the term final exam scores of students, with a particular emphasis on those who have historically struggled academically.
References1.Smith, A. (2019). Academic Writing Distinctions, Journal of Writing Studies, 14(3), 123-145.
2.Principal examiners’ report on external exam result, NIS, 2022,2023
3.https://kaizen.com/insights/kaizen-methodology-education/
4.https://www.bartleby.com/essay/Writing-Is-The-Art-Of-Discovering-What-P34XZSKVGXYW#:~:text=According%20to%20Gustave%20Flaubert%2C%20a,form%20of%20writing%20or%20typing
5.Tang, Q. (2012). The Effectiveness of Dictation Method in College English Vocabulary Teaching. Theory and Practice in Language Studies, 2(7). doi:10.4304/tpls.2.7.1472-1476
31. LEd – Network on Language and Education
Poster
Lessons Learnt from Post Pandemic Period on Effective Student Collaboration
Makpal Suleimanova, Aigul Suleimenova, Assel Akhmedina
Nazarbayev Intellectual School of Chemistry and Biology in Karaganda, Kazakhstan
Presenting Author: Suleimanova, Makpal
The pandemic period created new challenges for students in terms of academic achievement as well as social interaction which interferes with students’ well-being at school. It is known that engagement and interaction, communication and self-efficacy are key points for every EFL (English as a Foreign Language) learner. However, during distance learning, students lacked proper peer interaction, which negatively influenced productive skills development (speaking and writing). For new-coming students, who spent their first year at a new secondary school remotely, it was a double challenge as they experienced online communication with peers who they had never seen face-to-face before. Thus, in the post-pandemic period, teachers had to deal with an increased number of students who felt reluctant to communicate with each other.
Research purpose
The following research questions were shaping the study:
• To what extent have online lessons affected students’ collaboration skills?
• What are the ways of improving newcoming students’ deteriorated collaboration skills?
The analysis of pre-pandemic era literature have showed that most of the studies presented distance learning as a tool of self-paced autonomous learning (Jones and Chen, 2008; Abraham, 2007), however the remote learning experience during the pandemic period unveiled many drawbacks in terms of collaboration and engagement. Students experienced lack of face-to-face interaction, misunderstanding in social or educational networks, failure in group works, etc (Dragomir & Simon, 2021). Thus, “back to the classroom” period meant shift from autonomous learning to collaborative learning for students.
In addition, previous research shows that pair work is the main interaction type which is used in English lessons for developing students’ communicative skills. This method is found to be one of the most effective as it requires every student to participate in class discussions in comparison to group work, where some students might be less involved. Additionally, pair work enables silent students in a class to be enrolled in the discussion, and introverted students who are hesitant to talk in front of the class get a chance to express their viewpoints. Moreover, earlier studies show that engaging audible conversation takes place mainly during face-to-face interaction between students (Achmad, 2014). Besides improving language skills by correcting grammar mistakes or helping to choose appropriate words during the conversation, learners develop social skills like politeness, turn-taking, respect for each other, attentive listening, etc. (Phipps, 1999). Harmer (2014) and Storch (2013) mentioned the importance of effective organisation of pair work in the ESL classroom. According to Harmer (2014), the decision on putting students into pairs or groups could be based on principles like friendship, streaming, chance, task, changing groups, gender and status. Thus, it is clearly seen that the process of pair work in class should be held in accordance with the above-mentioned factors.
Therefore, the current study focuses on the importance of organising effective pair work in English lessons during the post-pandemic period.
Methodology, Methods, Research Instruments or Sources UsedThis qualitative study is classroom action research focusing on the development of teacher practice knowledge and the improvement of learners’ academic performance (Dudley, 2011). The collaboration of teachers was required to understand the challenges of putting students into pairs and organizing effective work in the lesson.
The cycle in the lesson study consisted of stages: joint planning, teaching and observing the lesson, interviewing students and post-discussion (Dudley, 2011, p.5). During the joint planning, teachers defined four main ways of putting students into new pairs: by level, by random choice, by personality traits (introverts and extroverts) and by students’ own choice. The given approach showed the influence of pair work organization on the effectiveness of the activity and students’ involvement in the lesson. The study was focused on observing the interaction of students with different language levels and personality traits while working in pairs. Thus, the lesson observation form designed by Dudley (2011, p.11) was applied. Participants of the study were grade 8 students who entered the new secondary school on the competitive basis. Participants were new to each other and to school community. There were 50 participants from four groups who took part in the study and four teachers of English who implemented the collaboratively planned strategies and techniques in the lesson.
Moreover, interviews with students were conducted to get a deeper understanding of students’ interaction. Two students were interviewed from each group, semi-structured interview questions were prepared for each type of pair work division. The collected data was used to adjust teaching in the further cycles of lesson study.
Conclusions, Expected Outcomes or FindingsHaving analyzed and discussed the data collected during lesson observations and student interviews it was seen that pair work and real collaboration in class were rather difficult for students after online lessons. Student 1: “During the online lessons, I used to retell the stories to myself”. Student 2: “Some of my classmates turned out to be different from what I had expected, so it was difficult to work in pairs with some of them in September”. The effectiveness of students’ collaboration depends on the way the division on groups and pairs is organized. One of the main factors that should be considered at the stage of planning pair work is the type of activity or in other words its main purpose (lead-in, reflection, grammar or vocabulary practice).
Pair work “by language level” seemed to be more effective for activities aimed at completing specific tasks and achieving specific learning objectives in the lesson.
Pair work “by random choice” is recommended for activities with less significance in the lesson, such as the reflection part, etc.
Pair work “by personality traits” showed its effectiveness when students were supposed to speak and share their thoughts in the lesson. This approach allowed to avoid the dominance of particular students in pairs while speaking activities.
Pair work “by students’ choice” worked well in conducting discussions in class, as most students chose a partner with the same interests or ideas. However, some tasks were challenging for students to complete together as they had different subject levels.
Thus, there were four main ways that teachers can use in order to divide students into pairs. One of the main conditions for quick recovery of teaching and learning in post pandemic time is teachers’ dense collaboration in identifying challenges and finding on the-spot solutions to them.
References1. Abraham, A. (2007). Student-centred teaching of accounting to engineering students: Comparing blended learning and traditional approaches. Faculty of Commerce-Papers, University of Wollongong, 1–20. Accessed 1 October 2020. Available at: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1463&context=commpapers
2. Achmad D., Yusuf Y. Q. (2014). Observing pair-work task in an English speaking class. International Journal of Instruction, № 7 (1), p. 151–164.
3. Dragomir, G. M., Fărcașiu, M. A., & Șimon, S. (2021). Students’ perceptions of verbal and non-verbal communication behaviors during and after the covid-19 pandemic. Applied Sciences, 11(18), 8282. https://www.mdpi.com/2076-3417/11/18/8282
4. Dudley P. (2011). Lesson study: A handbook. https://lessonstudy.co.uk/wp-content/uploads/2012/03/new-handbook-revisedMay14.pdf
5. Harmer J.(2014).The Practice of Modern English Teacher, № 21, 2.
6. Jones, K. T., & Chen, C. C. (2008). Blended-learning in a graduate accounting course: Student satisfaction and course design issues. The Accounting Educators’ Journal, 18, 15–28. https://www.aejournal.com/ojs/index.php/aej/article/view/60
7. Phipps W. (1999). Pairwork: Interaction in the Modern Languages Classroom. London: Centre for Information on Language Teaching and Research.
8. Storch N., Aldosari, A. (2013). Pairing learners in pair work activity. Language teaching research, № 17 (1), p. 31–48.
31. LEd – Network on Language and Education
Poster
The Development of Reading Comprehension of Academic Texts in Russian(L2) and English (L3) Languages for Multilingual NIS Students in Kazakhstan
Dana Altynbekova, Zhanna Baitenova
Nazarbayev Intellectual School of Chemistry and Biology
Presenting Author: Altynbekova, Dana
It has been more than a decade since the trilingual policy was established in Kazakhstan for the nation's future prosperity and economic development. Russian and English languages for many students have become their second (L2) and third foreign (L3) languages along with the state Kazakh language taught in secondary schools. In adherence to legal requirements students are obliged to certify their level of language proficiency. The research on difficulties encountered by Russian and English language students in compulsory school settings, particularly in relation to reading, is limited and requires further exploration. Reading is a fundamental in four language skills in developing foreign language that helps to enhance vocabulary and grammar, ultimately playing a significant role in achieving language proficiency (Renandya et.al, 2009). According to recent PISA 2022 results by OECD (2023) Kazakhstani students demonstrated a minimum level of reading proficiency slightly similar to the previous results which is below the OECD average. Moreover, it widened the gap between the weakest and highest scoring students in comparison with 2018. It means that students mainly can define the main idea, purpose and form of the texts, but it is generally challenging for them to meet more complex criteria. Previous research has found that there are constructs that predict academic reading comprehension in various language learning settings (Uccelli, P. et.al., 2015, Wenjuan, Q., 2023). Moreover, there is a study on how L1 constructs have relation to L2 (Jarvis, S., & Pavlenko, A., 2008), however there has been limited exploration into the academic reading comprehension of students across two distinct language groups. Consequently, we employ Core Academic Language Skills (CALS) which are operational constructs designed to facilitate reading in context of language learning and teaching. Using adapted CALS as a study framework we decided to examine students' 1) understanding of complex words, 2) comprehension of complex sentences, and 3) organizing argumentative text. It attempts to identify their reading difficulties and assess academic reading skills related constructs in both L2 and L3 aiming to uncover factors that contribute to overall reading comprehension. This study seeks to understand the interrelationship between L2 and L3 and its constituent skills, particularly for multilingual students.
In this paper, the following research questions are addressed:
Do 11 grade students’ reading skills of academic texts vary by their second and third languages?
What language constructs predict reading comprehension of students in L2 and L3?
To what extent is there a correlation between L2 and L3 languages in the development of reading comprehension?
Methodology, Methods, Research Instruments or Sources UsedA total of 64 students of high school aged from 15-17 participated in the study. The sample consisted of participants from four control groups of 11th grade selected based on the language instruction in the classroom. Specifically, students for those Russian served as the second and English was the third language taught as a compulsory subjects in the school with a requirement for language proficiency exam at the end of the school year. Moreover, these students are those who are admitted to school mainly by their mathematical skills rather than language skills. According to unpublished school material the majority of these students demonstrated lower language level relative to their younger age at the time of admission to specialized school due to the lack of language environment and school program difference. Considering the students’ learning background, the reading materials for testing were selected based on the school's current educational program and learning objectives of the reading tasks. Academic reading texts with argumentative nature were chosen to explore students' ability in identifying elements of arguments expecting it influences their comprehension of the texts. It contained paragraphs of 5 to 6. After reading the participants completed a test related to the complex words, sentences and to aspects of arguments with 12 items each based on the paragraphs they read. Each students’ results were monitored and analyzed by the Read Monitor tool assembled in the school to track their progress in the longitude period of two academic terms, so students also can be aware of their achievements till the next test. Each group was tested twice during the two academic terms at the beginning of grade 11 from September to December. Russian and English language reading tests were administered consecutively with a one day interval between them. Mean scores of understanding complex words and sentence structure, and arguments within the text were computed for each language (L2 and L3) group. A statistical analysis has been done to examine the relationship of academic reading comprehension in two languages.
Conclusions, Expected Outcomes or FindingsThe findings of this study revealed overall reading comprehension ability is significantly related to language constructs in both Russian and English languages. The majority of students’ difficulties in reading comprehension are mainly associated with the elements of argumentation (facts and opinion, reasoning, conclusion) of the academic texts. However, understanding the structure of complex sentences and defining words is more challenging to comprehend texts in Russian rather than in English. The analysis showed that the L2 reading comprehension was consistently correlated with L3 reading tasks. It can be explained by the transferable cross linguistic nature of language knowledge (Cummins, 2000). This study advances our understanding of interrelated operational constructs of languages that operate in students reading academic texts for developing their reading proficiency. This shed a light to consider the reading strategies and assessment practices of high school students with multilingual language.
ReferencesJarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York: Routledge
OECD, (2023, December 5). PISA 2022 Results: Factsheets, OECD. Retrieved from https://www.oecd.org/publication/pisa-2022-results/country-notes/kazakhstan-8c403c04/
Renandya, W.A., Rajan, B.R.S., & Jacobs, G.M. (2009). Extensive Reading With Adult Learners of English as a Second Language. In T. Hedge, N. Andon, M. Dewey (Eds), English Language Teaching: Major Themes in Education, Vol IV, (pp. 182-1970). London: Routledge.
Uccelli, P., Galloway, E.P., Kim, H.Y., and Barr, Christopher D. (2015). Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension, Spring 2015 conference; Learning Curves: Creating and Sustaining Gains from Early Childhood through Adulthood, Washington.
Wenjuan, Q. (2023). Chinese Core Analytic Language Skills (CH-CALS): An Innovative Construct and Assessment associated with Chinese Non-fiction Reading Comprehension, ECER 2023 Symposium paper. Glasgow.
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