In order to enhance intercultural communicative skills and advance language competency in a Kazakh language course, this research examines the potential of films as a medium for language learning. Due to their authentic discourse and rich cultural context, films are being acknowledged as a suitable instrument for language education. Films may give pupils a comprehensive understanding of the language in both its natural usage and cultural context because they are a treasure trove of linguistic and cultural nuances. Our study, conducted within the "Intercultural Communication through Film" course at Nazarbayev University, employed a mixed-methods research design involving a pretest-posttest framework to gauge the effectiveness of film usage in enhancing intercultural communicative competence. The participant pool comprised 45 students from diverse cultural backgrounds and academic majors, providing a broad range of perspectives. A range of data collection tools, including a validated questionnaire and the analysis of reflective essays, was used to measure different aspects of competence. The findings suggest that film-centric assignments stimulate critical thinking, cultural comparisons, and vocabulary enhancement, thereby contributing to a more engaging and effective language learning experience. However, the research also highlights several challenges that must be addressed, including the consideration of varied language proficiency levels and careful film selection to align with the learning objectives. This research contributes significantly to our understanding of film usage in language education, highlighting its potential benefits and challenges. Our findings underscore the need for further research into diverse film genres, varied film-based activities, and the long-term implications of film usage on language proficiency and intercultural competence. В целях улучшения межкультурных коммуникативных навыков и повышения языковой компетенции на курсах казахского языка в этом исследовании рассматривается потенциал фильмов как средства изучения языка. Благодаря своему аутентичному дискурсу и богатому культурному контексту фильмы являются подходящим инструментом языкового образования. Фильмы могут дать студентам всестороннее понимание языка как в его естественном употреблении, так и в культурном контексте, так как они являются сокровищницей лингвистических и культурных нюансов. Наше исследование, проведенное в рамках курса «Межкультурная коммуникация через кино» в Назарбаев Университете, использовало смешанные методы исследования, включающие структуру претест-посттест, чтобы оценить эффективность использования фильмов в повышении межкультурной коммуникативной компетенции. В состав участников вошли 45 студентов из разных культур и академических специальностей, что обеспечило широкий спектр точек зрения. Ряд инструментов сбора данных, в том числе утвержденный вопросник и анализ рефлексивных эссе, использовался для измерения различных аспектов компетентности. Результаты показывают, что задания, ориентированные на фильмы, стимулируют критическое мышление, культурные сравнения и расширение словарного запаса, тем самым способствуя более увлекательному и эффективному изучению языка. Тем не менее, исследование также выдвигает на первый план несколько проблем, которые необходимо решить, в том числе рассмотрение различных уровней владения языком и тщательный отбор фильмов в соответствии с целями обучения. Это исследование вносит значительный вклад в наше понимание использования фильмов в языковом образовании, подчеркивая его потенциальные преимущества и проблемы. Наши результаты подчеркивают необходимость дальнейших исследований различных жанров фильмов, различных мероприятий, связанных с фильмами, и долгосрочных последствий использования фильмов для владения языком и межкультурной компетентности. Бұл зерттеу жұмысы қазақ тілі курсында студенттердің мәдениетаралық коммуникация дағдыларын дамыту және тілдік құзыреттілігін арттыру құралы ретінде фильмдерді тиімді пайдалану мүмкіндіктерін қарастырады. Шынайы дискурс пен бай...

The growing emphasis on culturally responsive and decolonizing approaches in higher education highlights the need for pedagogical methods that support deeper engagement with national literary heritage. Within this context, teaching the literary representation of Alash intellectuals poses both educational and methodological challenges, particularly when traditional lecture-based instruction results in low student engagement and surface-level historical understanding. This study aims to evaluate the effectiveness of storytelling and dramatization as integrated instructional methods for teaching Alash-related literary content at the university level. The research tasks included designing a structured pedagogical model, implementing it in a controlled classroom environment, and assessing its impact on students’ cognitive, emotional, and communicative outcomes. The study contributes to the field by offering a systematic instructional framework combining narrative and performative learning and by providing empirical evidence of its effectiveness. Results demonstrate that students exposed to storytelling and dramatization showed significantly higher comprehension, memory retention, participation, emotional engagement, and creative expression compared with those taught through traditional lecture methods. These findings confirm that narrative-based and performative approaches enhance learning effectiveness and support deeper historical and literary understanding in culturally specific university courses.

On account of the worldwide Covid-19 pandemic, the move online learning amid the quarantine has different negative impacts on teachers and learners. On the point of the failure to adjust bodily instruction strategies to remove instruction, and the incapacity to plan modern teaching forms has led to pressure and tension being exerted on learning experience; this rings true for students. The present research focuses on exploring the challenges and opportunities of online education while learning English as a Foreign Language (EFL). In consequence, historical process of online education and importance of online education while learning EFL are briefly summarized, and challenges and opportunities of online education, possible security problems faced by online learners and purposes of learners' use of social media are discussed in this research. A questionnaire adapted from Becker (2019), titled ‘E-learning Questionnaire’ was used in the study. 87 students studying at Foreign Languages Teaching department at Khoja Akhmet Yassawi International Kazakh-Turkish University in Kazakhstan participated in the study. The results of this study show that all participants have been using the Internet for years. Most of the participants improve their English language skills through the Internet, and they mostly prefer portable digital technologies to access the Internet. Easy access to updated English resources, learning at one’s personal space, flexibility, and eliminating travel and accommodation costs are among the opportunities of e-learning mostly agreed by the participants. The main challenges of online education are social isolation, not getting instant feedback, negative attitudes towards online education, planning difficulties as a result of lack of self-study habits, and fear of using digital technologies resulting from lack of technical training and support.

The article discusses the concept of artificial intelligence (AI), which is currently experiencing rapid development. It focuses on the GPT chatbot offered by OpenAI, describing its specific features and benefits. With the advancement of information technology, AI has become a crucial topic of interest in the field of education. The main trend in higher education today is to integrate innovative technologies into the learning process to create a more effective and efficient educational experience. AI agents significantly accelerate and enhance the educational process, providing additional resources and personalized support. They also offer new learning opportunities for students. The use of AI in language teaching at universities has several advantages for both students and teachers. This article explores the benefits of using AI technologies in education and provides examples of how they can be applied in academic settings. The interuniversity standard for the use of artificial intelligence in higher educational institutions in the Republic of Kazakhstan and postgraduate education is being discussed. Issues related to improving its effectiveness and the professional qualifications of teachers are being considered. Regulatory documents and ethical considerations related to the use of AI in education are being described. Several preconditions are being proposed for the successful integration of AI into education.

This study presents an analysis of the theory of the development of intercultural competence and the theory of the use of films in the formation of intercultural communicative competence in teaching foreign languages, as well as approbation of the method of using films in content courses for the formation of this competence in the courses of the Kazakh language. The development of intercultural communicative competence is the development of the ability to build harmonious and productive relationships between representatives of different cultures. Intercultural competence, recognized as one of the key components of learning in the new century, increases the need to adapt teaching methods and materials in order to increase the intercultural awareness of future professionals. To be competitive in the international arena, to be ready for new opportunities and various challenges, modern young professionals need to be able to form and develop skills of interaction and cooperation in a multicultural environment, intercultural and business relations, critical thinking, and the development of skills in the use of advanced digital technologies. The results of a study conducted as part of the course “Cultural Studies and Kazakh Culture” with the participation of 45 advanced level students showed that the practice of intercultural competence develops their positive attitude towards their culture and the culture of other countries and encourages them to develop general language competence.