Art & Game-Based Approaches in Language Teaching: From Creativity to Communication

Background We have seen throughout this book that central to an approach or method in language teaching is a view of the nature of language, and this shapes teaching goals, the type of syllabus that is adopted, and the emphasis given in classroom teaching. A lexical approach in language teaching refers to one derived from the belief that the building blocks of language learning and communication are not grammar, functions, notions, or some other unit of planning and teaching but lexis, that is, words and word combinations. Lexical approaches in language teaching reflect a belief in the centrality of the lexicon to language structure, second language learning, and language use, and in particular to multiword lexical units or “chunks” that are learned and used as single items. Linguistic theory has also recognized a more central role for vocabulary in linguistic description. Formal transformational/generative linguistics, which previously took syntax as the primary focus, now gives more central attention to the lexicon and how the lexicon is formatted, coded, and organized. Chomsky, the father of contemporary studies in syntax, has recently adopted a “lexicon-is-prime” position in his Minimalist Linguistic theory. The role of lexical units has been stressed in both first and second language acquisition research. These have been referred to by many different labels, including “holophrases” (Corder 1973), “prefabricated patterns” (Hakuta 1974), “gambits” (Keller 1979), “speech formulae” (Peters 1983), and “lexicalized stems” (Pawley and Syder 1983). Several approaches to language learning have been proposed that view vocabulary and lexical units as central in learning and teaching.

This research aims to develop instuctional modul of core principles of EFL Material dealing with English Education Program curriculum at Tarbiyah and Teacher Traning Faculty of STAIN Majene. This research conducted a Research and Development (R&D) by using ADDIE Model. The subject of this research was core principles of EFL Material dealing with English Education Program curriculum of Tadris Bahasa Inggris STAIN Majene. The data of this research were collected and analyzed in proccess of development through Model.The result of the research reveal that the the developing of core principles in ELT class was needed by student. The ADDIE Model can really help the lecturer to develope material for teaching. This research has been trying to develop Core Principle of English Languge Teaching materials in the STAIN Majene which consists of Language Components in English Language Teaching; Methods and Approaches in Language Teaching; and Evaluation and Assessment on Language Teaching which divided into some subtopics which are Language Components covering Elements of Language and Language Skills, then Methods and Approaches in Language Teaching covering The Development of Methods and Approaches of Language Teaching in the world; Kinds of Methods and Approaches in Language Teaching; and Current Methods and Approach in Language Teaching. Evaluation and Assessment on Language Teaching covering The Introduction of Measurement in Language Teaching; and Constructing Evaluation and Assessment Tools in Language Teaching.

One of the pressing challenges confronting higher education institutions in Kazakhstan is the enhancement of the quality of academic and research training for students, particularly at the postgraduate level (PhD). This quality is significantly influenced by the research capabilities of academic faculties. The assessment of academic training involves various factors, including the proficiency level in scientific methodologies exhibited by academic staff and postgraduate students. Economics of material-technical infrastructure plays a pivotal, often decisive role in this training, especially in the realm of natural and technical sciences. The primary goal of our study is to gauge the proficiency levels in scientific methodologies among academic faculty, scrutinize economics of material-technical provisioning of higher education institutions, and to formulate pedagogical and administrative recommendations targeted at the academic staff and management of these institutions. In the presented country case study (Kazakhstan), a comprehensive survey and data collection were carried out, involving 23 higher education institutions, 22 research institutes (spanning the years 2019-2021), and about 800 surveyed academic and research representatives in the fields of humanities, natural-technical sciences, and mathematical disciplines. A pronounced deficiency (82%) was identified in the grasp of scientific methodologies within higher education institutions. Marginal variances were observed between universities and research institutes, as well as between natural-technical and social-humanitarian faculties. Alarmingly lower levels of material-technical provisioning per academic faculty member were revealed, ranging from a mere 2% to 75% compared to research institutes. The presented results introduce new quantitative and qualitative data extracted from primary sources. The analysis uncovers both general and specific per-capita characteristics of the research potential of academic faculty and higher education institutions in Kazakhstan. It reveals significant variances in material-technical provisioning, ranging from a mere 2% to 75% when compared to research institutes. We provide evaluations and recommendations for universities to substantially augment the per-capita characteristics of material-technical provisioning at the level of individual research potential. In the economical aspect, we advise to improve workplace facilities and equipment.

The ranking of higher education institutions in Kazakhstan was developed and carried out by the National Accreditation Center of the Ministry of Education and Science of the Republic of Kazakhstan. In ranking the higher education institutions (HEIs), quantitative as well as qualitative criteria were followed. The ranking of HEIs was based on three major survey questionnaires: Survey 1 concerned the academic, technical, social, and financial resources of the HEIs; Survey 2 collected data from students and faculty of each HEI; Survey 3 provided data from employers, governmental organizations, major national companies, and non‐governmental organizations.

In the context of digitalizing the educational process for training future physics teachers, enhancing the methodological component of the “Molecular Physics” course in higher education institutions of Kazakhstan is crucial. This study aims to develop and implement a methodological system for the professional training of future physics teachers through the “Molecular Physics” course. The research employs a mixed-methods approach, including both qualitative and quantitative data collection techniques. The study justifies the theoretical need for reorganizing the methodological system and explores the potential benefits of the proposed methodology in enhancing the study of “Molecular Physics” among students in Kazakhstan’s higher education institutions. Data were gathered through pre- and post-tests, surveys, and a controlled experiment involving 162 participants, divided into experimental and control groups. The study outlines pedagogical conditions essential for the successful implementation of this methodology, including developing motivation among future teachers, improving teaching methodologies, and utilizing effective digital technologies. It recommends implementing this methodology through controlled tasks for independent study, employing both traditional and non-traditional teaching methods, organizing various forms of independent student work, establishing a clear scoring system, and providing feedback through innovative assessment methods. The research introduces a structural and content model for professional training that consists of three interrelated components: methodological, content-activity, and criterion-evaluation. The practical value of this work lies in its updated methodological system, which is grounded in practical methods and technologies aimed at improving the study of physics in higher education institutions in Kazakhstan. This approach not only enhances the educational process but also aligns with the evolving demands of digital education.

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

Relevance. The relevance of the declared subject of scientific research is determined by the growing need for learning foreign languages and the problems of finding an effective methodology for teaching foreign languages in modern higher educational institutions of Kazakhstan. Purpose. The purpose of this research paper is to study the main stages of learning in the study of a foreign language and the methodology of teaching foreign languages on the example of the L.N. Gumilyov Eurasian National University. Methodology. The basis of the methodological approach in this research paper is a qualitative combination of theoretical and diagnostic research methods. In particular, analysis, synthesis, interpretation, generalization and abstraction were used to determine theoretical approaches to explaining the methodology of teaching foreign languages, the comparative-historical method, the problem-comparative and structural method were used to characterize the main learning stages in the study of a foreign language, and diagnostic methods, including questionnaires, interviewing and testing, were used to study the methodology of teaching English. Results. The main results obtained in the framework of this scientific research should be considered the rationale for the methodology of teaching English at the L.N. Gumilyov Eurasian National University and highlighting the main learning stages in the study of English with the help of diagnostics, which was carried out on the basis of this educational institution. The results of this scientific research are of practical value for teachers of foreign languages, as well as for other researchers and methodologists. Conclusions. In conclusion, this study highlights the effectiveness of the methodology for teaching English at L.N. Gumilyov Eurasian National University, emphasizing the importance of diagnostic methods in identifying key learning stages. The findings offer practical value for foreign language educators and researchers, providing a framework for improving foreign language instruction in higher educational institutions in Kazakhstan. Keywords: information technologies; communicative competence; communicative culture; curricula; teaching specifics

This research is aimed at determining the effect of implementing communicative approach in language teaching on the students’ learning outcomes. The research was conducted in Blitar, East Java, Indonesia. The research employed descriptive correlation design and 40 elementary school teachers were selected as samples by random sampling technique. Data collection technique used questionnaires and documentation, and the analysis technique employed descriptive statistics and Pearson Product Moment correlation. The results indicated that implementing communicative approach in the language teaching did not significantly influence the students’ learning outcomes in the national examination. If it was seen from the items of activities which had been performed in the learning process through communicative approach, there were some items that have significant influence towards students’ learning outcomes in social science.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. Furthermore, it suggests possible outcomes, such as creating classroom activities and encouraging student motivation, of utilizing CLT to teach English in a university context. References Abahussain, M. O. (2016). Implementing Communicative Language Teaching Method in Saudi Arabia: Challenges Faced by Formative Year Teachers in State Schools. (PhD). University of Stirling, Scotland. Abrejo, B., Sartaj, S., & Memon, S. (2019). English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh. Advances in Language and Literary Studies, 10(5), 43–49. https://doi.org/10.7575/aiac.alls.v.10n.5p.43 Ahn, S. Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development, 38(8), 712-725. https://doi.org/10.1080/01434632.2016.1242595. Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612- 1619. Alsalmi, A. A. (2014). Challenges confronting teachers of English language. (Master). Taif University, Taif. Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Batawi, G. H. (2007). Exploring the use of CLT in Saudi Arabia. (Master). American University of Sharjah, Sharjah. Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of language awareness, (pp. 93-109): Routledge. Brandl, K. (2019). Communicative Language Teaching in Action: Putting Principles to Work. Pearson Education, Inc. Brandl, K., & Bauer, G. (2002). Students’ Perceptions of Novice Teaching Assistants’ Use of the Target Language in Beginning Foreign Language Classes: Preliminary Investigation. In W. Davis, J. Smith, & R. Smith (Eds), Ready To Teach: Graduate Teaching Assistants Prepare for Today and for Tomorrow (pp.128-138). Stillwater, OK: New Forums Press Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). White Plains, NY Pearson Education. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistic, 1(1), 1-47. Chomsky, N. (1957). Syntactic structures. Mouton. Courtney, D. (2020). Activities to Activate and Maintain a Communicative Classroom. English Teaching Forum, 58(1), 10-21. Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110. Dey, M. (2023). The primary characteristics of English pragmatics in Applied Linguistics: Exploring the Key Features of English Pragmatics in Applied Linguistics. Inverge Journal of Social Sciences, 2(2), 1–13. https://doi.org/10.1022/ijss.v2i2.25 Dey, M., Amelia, R., & Herawati, Y. W. (2023). Challenging the'Native Speaker'Ideal: The Impact of Native Speakerism on Language Education. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 17(2), 232-245. Dos Santos, L. M. (2016). Foreign language teachers' professional development through peer observation programme. English Language Teaching, 9(10), 39-46. https://doi.org/10.5539/elt.v9n10p39. Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an Urban School. International Education Studies, 10(1), 255-265. https://doi.org/10.5539/ies.v10n1p255. Dos Santos., L. M. (2019). Science lessons for non-science university undergraduate students: An application of visual-only video teaching strategy. Journal of Engineering and Applied Sciences, 14(1), 308–311. https://doi.org/10.36478/jeasci.2019.308.311. Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms, Journal of Education and e-Learning Research, 2020. Journal of Education and E-Learning, 7(2), 104-109. Doughty, C., & Long, M. H. (2003). The handbook of second language acquisition. Blackwell Publishing. Harley, B., & Swain, M. (1984). The interlanguage of immersion and its implications for second language teaching. In A. Davies, C. Criper, & P. R. Howatt (Eds.), Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press. Huang, S.-H., & Yang, L.-C. (2018). Teachers’ Needs in the Advancement of Communicative Language Teaching (CLT) in Taiwan. TESOL International Journal, 13(1), 100-117. Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press. Hymes, D. (1971). Pidginization and creolization of languages. London, UK: Cambridge University Press. Iwashita, N., & Ngoc, K. M. (2012). A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49. Jung, S. K., & Norton, B. (2002). Language planning in Korea: the new elementary English program. In Tollefson, J.W. (Ed.), Language policies in education: Critical issues (pp. 245-265). New Jersey: Lawrence Erlbaum Associates, Publishers. Kachru, B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25, 1–14. Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. https://doi.org/10.1080/02601370210156745. Kiato, S. K., & Kiato, K. (1996). Testing Communicative Competence. The TESOL Internet Journal, 2(5). Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press. Lee, J. S., & Lee, K. (2019). Perceptions of English as an international language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76-89. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703.Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition. https://doi.org/19. 10.1017/S0272263197001034. Natividad, M. R. A., & Batang, B. L. (2018). Students’ Perceptual Learning Styles and Attitudes toward Communicative Language Teaching. TESOL International Journal, 13(4), 104-120. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25, 279–295. Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. (Unpublished doctoral dissertation). University of Illiois at Urbana-Champaign, USA. Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman. Pham, H. H. (2007). Communicative language teaching: unity within diversity. ELT Journal, 61(3), 193-201. Phillipson, R. (1992). Linguistic imperialism. Oxford, England: Oxford University Press. Riggenbach, H., & Lazaraton, A. (1991). Promoting Oral Communication Skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 125-136). Los Angeles: University of California. Richards, J. C. (2006), Communicative language teaching today. New York: Cambridge University Press. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). Sydney, NSW: McGraw-Hill. Saengboon, S. (2002). Beliefs of Thai EFL teachers about communicative language teaching. (Doctoral dissertation). Indiana University Bloomington, USA. Schulz, R.A. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ view on error correction and the role of grammar. Foreign Language Annals, 29(3), 333-364. Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). Spada, N., & Lightbown, P. M. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32. Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9–15. Tomlinson, B. (2001). Humanising the Coursebook. Humanising Language Teaching, 3(5). Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study. Frontiers of language and teaching, 3(1), 125-131. Weiner, L. (2012). The future of our schools: Teachers unions and social justice. Chicago, IL: Haymarket Books. Weiner, L., & Jerome, D. (2016). Urban teaching: The essentials (3rd ed.). New York, NY: Teachers College Press. West, A. J. (2016). Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students. PASAA, 52, 25-52 Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press. Zhang, J. L. (2006, November 11-13). The ecology of communicative language teaching: Reflecting on the Singapore experience [Paper presentation]. Annual CELEA International Conference: Innovating English Teaching: Communicative Language Teaching (CLT) and Other Approaches, China English Language Education Association (CELEA) and Guangdong University of Foreign Studies, Guangzhou, China.

Relevance. Modern higher education emphasizes not only professional training but also the integration of students into the global professional community through foreign language proficiency, which enhances skills and professional competence. Purpose. This research aims to assess the effectiveness of Content and Language Integrated Learning (CLIL) methodology in biological education programmes at higher education institutions in Kazakhstan. Methodology. A semi-formalized questionnaire survey was conducted across six educational institutions in Kazakhstan, comprising "closed" questions including open-ended list questions, single-choice questions using the Likert scale, and multiple-choice questions, totalling 16 questions. Results. The survey conducted across six educational institutions in Kazakhstan revealed that 85.5% of students perceive Content and Language Integrated Learning (CLIL) positively contributes to their English language acquisition within biological education programmes. This underscores CLIL's effectiveness in enhancing language skills alongside disciplinary knowledge. Despite varying English proficiency levels among participants, the study indicated strong student engagement with CLIL, demonstrating significant interest and active participation in the learning process. Conclusions. The study confirms CLIL's efficacy in enhancing English acquisition within Kazakhstan's biological education. With 85.5% of students noting its positive impact, CLIL shows promise as a key method for integrating language and disciplinary knowledge. Despite varying English levels, high student engagement underscores CLIL's effectiveness. Future steps should focus on formalizing CLIL across Kazakhstan, providing support for educators, and refining methodologies through ongoing research. Implementing CLIL prepares students for global contexts, enhancing educational outcomes and international competitiveness. Keywords: English; pedagogy; teaching methodology; linguistics

The purpose of the article is to analyze innovative and very interesting methods of teaching foreign (English) language cadets and officers of higher military educational institutions. The aim of this research is to determine the strategy that is best chosen by the teacher in order to help cadets and officers of higher military educational institutions to achieve a high level of knowledge of a foreign language (English). The relevance of the research is not only to take classes under the new «Flipped classroom method» in groups of cadets and officers of higher military educational institutions, but also to prove that this implementation will improve and accelerate the acquisition of knowledge of a foreign language. In the article a number of advanced teaching methods that have already become traditional are examined and the needs of modern teaching of a foreign language in higher education institutions are met. The article reveals the essence of the «inverted class» (Flipped classroom) concepts and «inverted learning». In the article all the positive aspects of learning with the help of using the concept of «inverted class» (Flipped classroom) are analyzed. The prospects for the use of this concept are determined, taking into account world examples of its introduction into the educational process in foreign educational institutions. The research objective is to offer a special program on the Flipped Classroom learning methodology to better learn foreign (English) language by cadets and officers of higher military educational institutions, and to prove that with the help of this technique high levels of foreign language skills in the field of professional communication can be achieved. The author studies the differences between the traditional and flipped lessons, and taking into account new functions of a teacher in the lecture-room and the teacher as a tutor. The article describes main advantages and possible disadvantages of the flipped-class learning.

Second language teaching approaches that were originally proposed for classroom context are used for blended learning context as well as distance learning contexts regardless of their fundamental differences in terms of applicability, accessibility, objectives, designs and theoretical bases. Such theoretical and practical incompatibilities served as the rationale to bridge the gap of a basically devised second language (L2) teaching approach for blended and distance learning contexts. The proposed computer-assisted nonlinear dynamic approach (CANDA) enables L2 learners and teachers to improve psychological factors and communicative skills by suggesting the use of a variety of technology-based apps for a multitude of learning styles. The CANDA, as an L2 teaching approach has significant theoretical and pedagogical implications for educational app designers, computer-assisted teaching programmers, blended and distance learning researchers and officials.

The issue of food waste management is becoming increasingly significant in the context of population growth, urbanization, and the rising volume of waste.The lack of an effective system for sorting and processing food waste leads to its accumulation in landfills, resulting in serious environmental, economic, and social consequences.The purpose of this study is to develop a model for sustainable food waste management in higher education institutions in Kazakhstan. This paper presents a model for sustainable food waste management in higher education institutions in Kazakhstan, developed based on a study conducted at L.N. Gumilyov Eurasian National University (ENU). The model includes the organization of separate waste collection, the development of infrastructure for waste processing, the implementation of educational activities, and the introduction of motivational mechanisms such as incentives and discounts for environmentally friendly behavior.As part of the study, data were collected on food waste generated at ENU and its student dormitories. A survey was also conducted among students to identify their behavior regarding food waste. The questionnaire included not only questions about waste handling habits but also about possible measures to encourage students to participate in environmental initiatives.Thus, this research includes a quantitative assessment of food waste volumes in the university setting (in kg/day), as well as an estimate of the potential reduction in greenhouse gas emissions through the implementation of sustainable waste management practices.

This study examines the relationship between women’s beliefs about the glass ceiling and their work engagement in higher education institutions in Kazakhstan. The proposed theoretical model was tested using PLS-SEM. Data were collected from 274 women working in higher education institutions in Kazakhstan. Women’s beliefs about the glass ceiling were examined across four dimensions (denial, resilience, resignation, and acceptance), while work engagement was measured using the Utrecht Work Engagement Scale. The findings indicate that denial and resilience positively affect work engagement, whereas resignationand acceptance negatively affect it. The results show that women’s beliefs about the glass ceiling play an important role in shaping their level of work engagement. The study provides a comprehensive understanding of women’s beliefs about the glass ceiling and work engagement in Kazakhstan’s higher education sector.

The crucial role of beliefs in shaping language teachers’ performance has been well-documented. By contrast, research focusing on EFL student teachers’ beliefs about language teaching approaches is still sparse, especially their manifestation in instructional practices. This study aimed to investigate the beliefs of English student teachers in Ukraine regarding language teaching approaches and document any similarities and differences with their actual performance. The data were collected through a researcher-designed questionnaire, reflective journals, and lesson observations, which allowed for a comparison between the student teachers' stated beliefs and their observed practices. The findings revealed that the participants identified with recent methodological thinking, endorsing the principles of communicative language teaching. The questionnaire data indicated a statistically significant difference in the beliefs of student teachers, suggesting a preference for contemporary language teaching approaches over traditional, with a medium effect size. Nevertheless, while the respondents expressed a preference for meaning-focused over form-focused instruction, they experienced difficulties in interpreting how these are implemented in practice. Specifically, they professed advocacy for classroom procedures and techniques associated with both contemporary and traditional language teaching and used them non-discriminately during lesson observation. In this respect, their beliefs and teaching practices align. Additionally, the participants demonstrated conversance with and reported implementing a repertoire of contemporary approaches and methods. However, the observation of their instructional practices did not consistently demonstrate strict adherence to communicative language teaching, as features of traditional teaching methods were visible. Therefore, the results suggest a partial alignment between the student teachers’ beliefs and their actual performance. Overall, by opening a window into student teachers’ mental lives, these findings highlight the likely trajectory of their professional development and the support required by them to bridge the gap between their beliefs and classroom practices.