tilTiltanymTiltanym2411-60762709-135XИнститут языкознания имени А.Байтурсынулы КН МОН РК10.55491/2411-6076-2026-1-164-174til-2017Research ArticleПРИКЛАДНОЕ ЯЗЫКОЗНАНИЕAPPLIED LINGUISTICSСпособы развития компетенции академического письмаApproaches to Developing Academic Writing Competencehttps://orcid.org/0000-0003-2253-134XОспановЕ. Т.OspanovYe.

Едилбай Толебаевич Оспанов, кандидат филологических наук

г. Алматы

Yedilbay Ospanov, Candidate of Philological Sciences

Almaty

 

yedilbay.ospan@gmail.comhttps://orcid.org/0009-0008-7269-4247КарибековаА. Ж.KaribekovaA.

Акторгын Жамаубаевна Карибекова, кандидат филологических наук

г. Алматы

 

Aktorgyn Karibekova, Candidate of Philological Sciences

Almaty

ak_torgyn-karibek@mail.ruhttps://orcid.org/0000-0002-4712-5420ТурароваА. Н.TurarovaA.

Айсулу Нурдуновна Турарова, кандидат филологических наук, доцент

г. Тараз

Aisulu Turarova, Candidate of Philological Sciences, Associate Professor

Taraz

aisulu.turarova@mail.ruКазахский национальный педагогический университет имени АбаяКазахстанAbai Kazakh National Pedagogical UniversityKazakhstanТаразский региональный университет имени Мухаммеда Хайдара ДулатиКазахстанMuhammad Khaydar Dulaty Taraz Regional UniversityKazakhstan20261504202601164174Copyright © Оспанов Е.Т., Карибекова А.Ж., Турарова А.Н., 20262026Оспанов Е.Т., Карибекова А.Ж., Турарова А.Н.Ospanov Y., Karibekova A., Turarova A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.tiltanym.kz/jour/article/view/2017

В настоящее время в высших учебных заведениях (ВУЗ) Казахстана предмет «Академическое письмо» широко преподаётся с целью формирования у обучающихся навыков научного письма. Однако, ввиду специфики предмета, при формировании навыков письма возникают определённые трудности. В рамках данного исследования, на основе качественного подхода, был проведён фокус-групповой опрос с участием 28 студентов четырёх педагогических университетов для определения их отношения к предмету «Академическое письмо». Результаты опроса были проанализированы с использованием тематического анализа, что позволило выявить важность академического письма для формирования профессиональных и академических навыков. Тем не менее, у студентов наблюдались различные уровни тревожности, неуверенности и снижения мотивации, связанные с учебным процессом, дисциплиной и языковыми навыками. В то же время студенты осознают научное и учебное значение академического письма в процессе обучения и исследований. Результаты исследования показывают необходимость педагогики, которая объединяет обучение языку и письму, поддерживает обучающихся, обеспечивает инклюзивность и адаптирована к учебному контексту. Данное исследование вносит вклад в исследования по академическому письму и может способствовать разработке учебных программ для формирования навыков академического письма. 

Currently, the course “Academic Writing” is widely taught in higher education institutions (HEI) in

Kazakhstan with the aim of developing students’ scientific writing skills. However, due to the specific nature of the course, certain difficulties arise in the development of writing skills. Within the framework of this study, based on a qualitative approach, a focus group interview was conducted with 28 students from four pedagogical universities to determine their attitudes toward the course “Academic Writing.” The results of the interviews were analyzed using thematic analysis, which allowed for identifying the importance of academic writing in the development of professional and academic skills. Nevertheless, students exhibited varying levels of anxiety, uncertainty, and decreased motivation related to the learning process, discipline, and language skills. At the same time, students recognized the scientific and educational significance of academic writing in the context of learning and research. The results of the study indicate the need for pedagogy that integrates language and writing instruction, supports learners, ensures inclusivity, and is adapted to the learning context. This study contributes to research on academic writing and can facilitate the development of curricula aimed at fostering academic writing skills.

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