Implementation Results of the "Qazaq tili" Web-textbook with Latin Script

Abstract

Relevance. The research relevance is predefined by the need to identify the most effective methodology for teaching the Kazakh language in the Latin script. Purpose. The research aims to evaluate the results of "Qazaq tili" web-textbook usage, identify the problems of Kazakh language transition from Cyrillic to Latin alphabet and analyse how Latin script can influence Kazakh language development from the cultural and historical point of view. Methodology. Empirical and theoretical research methods were used in this research paper, including a questionnaire survey of respondents, classification, comparative analysis, system analysis, logical analysis, synthesis, and deduction. Results. The study presents the current state of the Kazakh language, revealing results from a non-anonymous survey of students on their knowledge of the Kazakh language and the difficulties they encountered. An anonymous survey assessed the ease of navigating the "Qazaq tili" textbook, support for the transition to the Latin alphabet, and the need for more resources to effectively learn the Kazakh language. The analysis included website metrics such as views, visitors, statistics, abandonment, depth of view, and viewing time, with recommendations for improvement. The surveys and analytics provided insights into the textbook's strengths and weaknesses and areas for future application. Conclusions. The study found that motivational factors and resource availability significantly impact the effectiveness of learning the Kazakh language in Latin script. The "Qazaq tili" web-textbook demonstrated effectiveness in teaching the Kazakh language, though there is a need for greater support and resources to enhance learning outcomes. The research highlights the positive reception of the Latin script among students and underscores the importance of continuous improvement in educational materials to support the Romanization of the Kazakh language. Keywords: Kazakh; higher education; digital learning technologies; public support for transition