Be sure to address all of the information requested on the Request for Change form(s). It is a great opportunity for me to thank special people who have contributed a lot to my thesis project. Insha Alla, I am confident that these achievements will be invaluable for me to serve my families and Kazakhstan.
Койл описывает это как использование целевого языка для изучения академических предметов таким образом, чтобы создать у учащихся мотивацию изучать и применять язык в будущем. Контент-анализ обсуждения студентов указывает на семь факторов, которые студенты могут продвигать интегративно, инструментально и внутренне. В Казахстане Назарбаев Интеллектуальные школы (НИШ) также используют подход CLIL для преподавания истории Казахстана, географии и основ права на казахском языке (Мехисто, 2015).
Сауалнамаға ресейлік орта мектептің 83 оқушысы қатысып, CLIL әдісі оқушылардың ынтасын қалай арттыратынын білу үшін үш топтық сұхбат жүргізілді. Сипаттамалық статистиканың нәтижелері оқушылардың интегративті (М=37,20, СД =8,50) және аспаптық (М=39,13, СД=6,97) мотивациясының ішкі мотивациядан (М =18,7, СД=15,48) жоғары екенін көрсетті.Т. -тест бұл статистикалық айырмашылықты растады.
Introduction
Therefore, there is a need to investigate motivation of students in Russian medium groups in the Russian-dominated urban environment to learn Kazakh by learning some subjects in Kazakh with CLIL approach to understand the motivational impact of learning Kazakh. There is a lack of in-depth study that informs the motivation of students to learn Kazakh through CLIL approach. The aim of the study is to investigate the motivation of secondary school students at Russian medium classes in Russian-dominated urban environment to learn Kazakh by studying subjects in Kazakh with CLIL approach in order to understand a motivational impact of CLIL approach.
This study will show high school students' experiences in Russian intermediate group learning subjects in Kazakh with CLIL approach and the impact of the CLIL approach on their motivation to learn Kazakh. The research uses the following questions to investigate motivation of high school students to learn Kazakh by learning subjects in Kazakh with CLIL approach. To what extent Russian middle-class high school students in Russian-dominated urban environments are motivated to learn Kazakh language by learning subjects with CLIL approach.
How a CLIL approach promotes the motivation of high school students in Russian high school groups in a Russian-dominated urban environment to learn the Kazakh language.
Literature Review
Moreover, students' positive attitudes toward learning conditions, including teachers and classroom curriculum, influence their integrative motivation. By only addressing L2 performance, integrative motivation appears to be static and ignores the other variables in the learning process that may influence student engagement (Lasagabaster, 2011). Therefore, this motivation cannot adequately explain students' involvement in the learning process (Ushioda & Dornyei, 2012).
Other possible short-term instrumental motivation and environmentally created instrumental motivation in CLIL can also be discussed in the next section. It is also crucial to understand students' involvement in the learning process and activities in CLIL context. Moreover, the literature shows the salient role of the learning environment and students' involvement in the learning process in understanding the dynamic-complex nature of motivation in CLIL.
Subsequently, their engagement and experiences in the learning environment may change due to their motivations.
Methodology
The interaction between the qualitative and quantitative methods in this study is independent (Creswell & Plano Clark, 2011 p.64). To answer the research problem, I formulated the purpose of the study and two research questions. Due to the primary purpose of the study, data should be obtained from CLIL students from the Russian middle group of secondary schools in urban areas.
Therefore, the NIS in one of the urban regions of northern Kazakhstan met the criteria. The participants of the study are Russian CLIL intermediate groups from three cohorts (grades 7-9, aged between 12 and 15), who learn some subjects in Kazakh using a CLIL approach. In summary, the research participants and the site were selected specifically for the purpose of the study.
The participants of the study are Russian NIS high school students studying subjects in Kazakh in one of the urban areas of the North Kazakhstan region. Similarly, this method fits the research purpose of the study to investigate the impact of CLIL instruction on students' motivation to learn Kazakh. The survey participants were a variety of students who did not participate in the focus group interview.
As Creswell (2014, pp.582- 583) described, in the embedded mixed method design, quantitative and qualitative data analysis is conducted separately due to the different focus of the questions; and findings can be interpreted collectively in the data analysis. On this form, I described the title of my research, purpose, research questions, design of research method, instruments for data collection, description of the data collection procedure and ethical consideration in the study. The research site cannot be directly identified because it was named NIS school in one of the Russian-dominated urban environments in North Kazakhstan region.
Overall, participants' answers to the survey are kept in a locked drawer; and voice files from the focus group interview are stored on the personal password-protected laptop; they were deleted immediately after transport and storage in the laptop. I deliberately used purposive sampling strategy to be consistent with the purpose of the study.
Findings
The descriptive statistics in the Table 2 show the extent of motivation of secondary school CLIL students in Russian medium group to learn Kazakh by learning subjects in Kazakh. That is, we can participate in the conferences in Kazakh” (Dana, Grade 8). These students' statements may indicate that CLIL forms long-term instrumental motivation by developing their knowledge and vocabulary in Kazakh. Those students reported being more fluent in Kazakh than their Russian-speaking relatives.
It was easier for them to speak in Kazakh after staring to learn subjects in Kazakh. Students also felt that learning subjects in Kazakh sharpened their feelings towards mother tongue and land. We aim to speak in Kazakh because we are independent and we are not in the USSR.
Thus, the integrative ability that students reflected may indicate that the CLIL approach or learning certain subjects in Kazakh in a Russian middle group promotes students' integrative motivation. If you want to learn Kazakh, then learning Kazakh will not be a problem. Thus, it seems that studying subjects in Kazakh mobilizes students' intrinsic motivation to learn Kazakh, even if this is rare.
It shows that students can utilize Kazakh after gaining more knowledge by studying subjects in Kazakh with CLIL approach. A 9th grade student said: "I think it is worthy to study the history and geography of Kazakhstan in Kazakh. Because this is a very important subject and it is difficult to understand it in Kazakh.
Also, there are other disincentives that may indicate that students learn subjects in Kazakh because of external forces. It can further develop students' long-term instrumental motivation; Students gradually develop their interaction skills in Kazakh CLIL classes.
Discussion
Apparently, CLIL contributed to the development of students' instrumental motivation by providing them with opportunities to develop their skills in Kazakh. Although students' intentions may show the integrative motivation, students are aware of the instrumental benefits of their learning. Students' willingness to engage in group work and individual work may be responsible for these orientations of students.
Their positive linguistic experiences in CLIL have an impact on students' awareness to capitalize on Kazakh in the future. Teachers also seem to facilitate student learning by giving words and designing group work activities that can drive students' intrinsic motivation and engagement. Therefore, there is also the possibility in CLIL to increase students' intrinsic motivation when they achieve the progress in their learning by understanding Kazakh and task, as well as to perform tasks successfully.
Because of the achievement competence, students' motivation to learn can change dynamically over time (Lasagabaster, 2011 p.14). As Ryan and Deci (2000) argued, meaningful and valuable tasks that attract students' interest are the most important incentive to maintain students' intrinsic motivation. This is because this framework appears to help understand the motivation of learners in CLIL, particularly how CLIL drives learners' motivation, factors and activities that motivate and engage learners in CLIL.
Furthermore, group work and individual work activities, interactive activities are likely to stimulate students' intrinsic motivation when they find them useful, enjoyable and meaningful. All of these negative student experiences or challenges can hinder or decrease students' intrinsic motivation. In addition, student motivation is complex; they may have integrative orientations, but were aware of the instrumental benefits of learning subjects in the Kazakh language;.
In summary, in this chapter I have used students' reflections on their experiences learning subjects with the CLIL approach to explain why they have higher instrumental and integrative motivations and lower intrinsic motivation to learn Kazakh. CLIL subjects seem to increase students' patriotic feelings and willingness to interact in Kazakh with people associated with integration.
Conclusion
I can imagine that in the future in a cafe with light music, my friends and I will casually chat in Kazakh over a cup of coffee. DESCRIPTION: Your child is invited to participate in a research study on the motivation of students studying subjects in the Kazakh language to learn Kazakh. The purpose of the study is to understand the experience, opinion and motivation of the student to learn Kazakh while teaching subjects in Kazakh.
Your child's response to the questionnaire will be kept in a locked drawer until the end of the project. Your child's answer will be helpful in understanding the common experience of students studying certain subjects in Kazakh. DESCRIPTION: You are invited to participate in a survey on the motivation of students studying Kazakh subjects to learn Kazakh.
If you want to participate in the conversation with your classmates, you can write your name and then contact you. Your answer will also be helpful in understanding the common experience of students studying some subjects in Kazakh. Nurbek: Because this is very important topic and it is difficult to understand it in Kazakh.
In general, it makes no difference to me whether it is in Kazakh or Russian.
