This scoping review studies the essential concepts and research methodologies best suited for exploring AI-assisted academic writing, with a focus on the context of applied linguistics and language education in Kazakhstan. The objectives included identifying key concepts, mapping methodological approaches, assessing emerging trends, revealing gaps and inconsistencies, and offering recommendations for improved practices. Using the PCC framework, the included studies involved scholars, educators, and students in Kazakhstan who addressed the use of AI tools in academic writing. Studies unrelated to academic writing, the Kazakhstani context, or the relevant fields were excluded. Searches were carried out in April 2025 across Scopus, Google Scholar, IEEE, and local databases, and conference proceedings 2021 and 2025 in English. A total of 40 relevant references were analyzed thematically and synthesized narratively. These studies focused on higher education and the use of tools like AI-driven writing assistants, grammar checkers, and plagiarism detection software in academic publishing. Findings indicated growing but cautious adoption of AI technologies, with common themes including improved writing quality, concerns over plagiarism, and the need for clear guidelines. The review underscores the importance of localized research, institutional policy development, and educator training to ensure ethical and effective AI integration in academic writing practices.

This article is an excerpt from the Master's Dissertation that addresses READING AND WRITING IN THE 1ST YEAR OF ELEMENTARY EDUCATION: THE DEVELOPMENT OF READING AND WRITING IN THE 1ST YEAR OF ELEMENTARY EDUCATION AT THE KAMBEBA INDIGENOUS MUNICIPAL SCHOOL PROFESSOR IVAN BALIEIRO SARAIVA, SÃO PAULO DE OLIVENÇA/AM, 2022. The objective of the work was to provide a relevant debate about the importance of developing reading and writing in the 1st year of Elementary School, since this base must be worked on in a playful and attractive way, making students feel motivated to be in the teaching environment every day. The importance of this study is shown in view of the seriousness of emphasizing how important reading and writing are, since we can say that from these two concepts we can know the world without leaving home. However, there are countless benefits that we have, such as, for example, reading helps us to be more critical, thus increasing concentration, improving vocabulary and creativity. From then on, writing appears as an ally of reading, since one goes hand in hand with the other. Reading also makes us increase the habit of reading, and also helps in textual construction. We learn to read as we live and this practice should be enjoyable. Encouragement in the initial grades is very important, because from then on, paths open up for school learning.

This article is an excerpt from the Master's Dissertation that addresses READING AND WRITING IN THE 1ST YEAR OF ELEMENTARY EDUCATION: THE DEVELOPMENT OF READING AND WRITING IN THE 1ST YEAR OF ELEMENTARY EDUCATION AT THE KAMBEBA INDIGENOUS MUNICIPAL SCHOOL PROFESSOR IVAN BALIEIRO SARAIVA, SÃO PAULO DE OLIVENÇA/AM, 2022. One of the most important particularities to be taken into consideration by educators in the teaching-learning method is the need to expand means so that students' understanding of content can be dynamic. The main purpose of the work was to provide a relevant debate about the importance of developing reading and writing in the 1st year of elementary school, since this base must be worked on in a playful and attractive way, thus making students feel motivated to be in the teaching environment every day. It is therefore up to the educator to plan and reflect on the best methodologies and approaches and which ones should be used to achieve expressive learning.

This study explores the impact of hybrid education on the development of scientific writing skills and the construction of collaborative learning communities. By combining face-to-face and digital tools, hybrid education transforms teaching practices and promotes an interactive and flexible approach to learning. The integration of information and communication technologies (ICT) allows for more personalized coaching, increased collaboration between students and teachers, as well as continuous evaluation of academic outputs. However, despite its many advantages, this model poses challenges in terms of student engagement, teacher training and adaptation to new learning methodologies. Through an in-depth analysis of hybrid teaching models, digital tools and collaborative learning strategies, This study highlights best practices and offers recommendations to optimize the effectiveness of hybrid teaching in the academic setting.

Writing plays a crucial role in secondary education, both as a communication tool and a means of learning, helping students assimilate content and become familiar with the writing requirements specific to each discipline. This study aims to assess writing teaching practices in French as a Foreign Language (FFL) classroom and identify teaching interventions to enhance learners' written output. Through a questionnaire, teachers shared their perceptions of their students' writing challenges and their strategies to address them. The analysis of the responses reveals a broad range of practices that focus on various stages of the writing process, with particular emphasis on revising texts.

This study focuses on the role of teachers in integrating creative writing into English Foreign Language Classrooms among 9-11 graders of secondary schools within the Urdzhar district of Abai region. The aim of the study is to discern teachers' perceptions of creative writing; pedagogical challenges encountered in teaching process and explore views on developing this aspect of writing. The research methods include the use of a mixed approach, including qualitative and quantitative data analysis. The questionnaire was administered online via Google Forms to a random sample of teachers and one hundred teachers participated in the study. The results indicate that while most teachers define creative writing as a diverse array of written expression, a significant proportion seldom integrate it into their educational practices, underscoring the necessity to reinforce this facet within school curricula. In conclusion, the study highlights the importance of integrating creative writing into the learning process and suggests strategies to address the identified challenges.

The purpose of the study is to examine, by means of a quantitative and a qualitative analysis, the influence of rating expertise and language background on judgments of syntactic complexity in L2 writing in Italian. An additional aim is to explore the extent to which raters’ reflections are related to current views in SLA (Second Language Acquisition) on the development of syntactic complexity in L2. By means of a quantitative and a qualitative analysis, the paper compares the complexity ratings and score motivations of three groups of raters: 16 language teachers with Italian as their first language (L1); 18 (high)intermediate L2 university students of Italian, with Finnish and Hungarian as their L1); 20 Italian university students, native speakers of Italian. All raters were asked to evaluate the syntactic complexity of six argumentative texts written by (low) intermediate learners of Italian. No impact of rating expertise or L1 vs. L2 background could be established, as high correlations were found between the three groups. The qualitative analysis of the score motivations revealed, however, some interesting differences between expert en non-expert raters. In a number of cases, raters’ scoring motivations and feedback were found to be influenced by syntactic characteristics of their L1. Raters’reflections on syntactic complexity appeared to be only partly aligned with existing theoretical views on syntactic complexity. L’IMPATTO DELL’EXPERTISE E DELLA (NON) NATIVESSNESS NELLA VALUTAZIONE DELLA COMPLESSITÀ SINTATTICA NELLE PRODUZIONI SCRITTE IN ITALIANO L2 L’obiettivo di questo contributo è l’esame dei giudizi e il tipo di feedback di un gruppo di valutatori esperti (insegnanti) e ínesperti (studenti), della complessità sintattica nelle produzioni scritte in italiano L2, attraverso un’ analisi quantitativa e qualitativa. Una seconda variabile su cui lo studio si focalizza è l’impatto della (non)nativeness (parlante nativo vs. parlante non nativo) del valutatore. Lo studio si propone inoltre di esplorare la misura in cui i giudizi dei valutatori sono allineati con le ipotesi sulla crescità della complessità sintattica nella letteratura SLA (Second Language Acquisition). Lo studio compare i giudizi di tre gruppi di valutatori: 16 insegnanti di lingua, parlanti nativi dell’italiano; 18 apprendenti di italiano (studenti universitari, di lingua materna ungherese e finlandese); 20 parlanti L1 (studenti universitari, di madrelingua italiana). Agli informanti è stato chiesto di giudicare la complessità sintattica di un piccolo campione di testi argomentativi (n=6), scritti da apprendenti di livello basso-intermedio. L’analisi quantitativa dei dati ha dimostrato che i giudizi di insegnanti vs. studenti, e di parlanti nativi vs. parlanti non nativi, concordano largamente e risultano altrettanto affidabili. L’analisi qualitativa del feedback e delle motivazioni dei giudizi assegnati, ha invece evidenziato delle differenze interessanti tra valutatori ‘esperti’ e ‘non-esperti’. Anche le preferenze sintattiche della lingua materna (L1 vs. L2) sembrano influenzare i loro giudizi nella lingua target. Lo studio ha infine fatto vedere che le motivationi su cui si basano i giudizi degli insegnanti rispecchiano solo in parte i risultati emersi dalla ricerca sullo sviluppo della complessità in L2.

El propósito de este texto es presentar a la escritura como un acto filosófico que permite el encuentro y el diálogo consigo mismo, y que también permite abrir paso a la creatividad y la reflexión filosófica. Así, al aplicarla en la consultoría filosófica la escritura enriquece el acto filosófico, pues facilita el encuentro de la dimensión creativa y la dimensión crítica. Por medio de los ejercicios de escritura el consultante recurre a su experiencia, emociones, ideas y creencias para concretarlas, organizarlas y fijarlas en palabras por medio de la escritura, propio de la dimensión crítica; pero también podría recurrir a su libertad e imaginación para explorar nuevas posibilidades, proponer nuevas perspectivas, o relaciones entre ideas, abriendo paso a la dimensión creativa. Este texto también presenta ejemplos de ejercicios de escritura realizados durante algunas sesiones y expone el impacto que tuvieron en el desarrollo de la misma.

EXPLORING THE EFFECTIVENESS OF RESPONSE JOURNAL WRITING IN MIDDLE SCHOOL

INCLUSIVE WRITING IN FRENCH: CHALLENGES, TRENDS, AND PROSPECTS FOR THE DEVELOPMENT OF LANGUAGE EQUALITY

ACADEMIC WRITING AND ITS ROLE IN TEACHING FOREIGN LANGUAGES TO UNIVERSITY STUDENTS: THEORETICAL ASPECT OF ANALYSIS

Currently, there is rapid development in artificial intelligence, and the professional educational community is striving to integrate new technologies into the teaching process while simultaneously reflecting on new opportunities and potential challenges. This article examines the characteristics of essays written by neural networks and suggests ways to use generated texts for teaching writing in English at advanced levels.

The writing of hadith in the early days of Islam still had various problems. Historians generally say that bookkeeping of hadith only began in the era of 'Umar Ibn 'Abd al-'?z?z. However, 'Aj?j al-Kha??b have found evidence of writing and bookkeeping that began during the time of the Prophet. He said that the tradition of writing on the Arabian existed before Islam. The formulation of the problem in this research is (1) what 'Aj?j al-Kha??b's opinion is about the writing tradition during the time of the Prophet Saw. (2) How the writing of hadith occurred during the time of the Prophet and sahabat. This research is qualitative research using library methods. The method used to analyze the data is descriptive analysis. The conclusion obtained according to 'Aj?j al-Kha??b, many of the Sahabat were good at writing, so that they had a large collection of writings about the Qur'an or the hadith of the Prophet. In addition, the process of writing hadith, according to him, had already started from the time of the Prophet. This is evidenced by the number of Kutt?bs and Scientific activists that appeared as well as the many findings of the writings of the Sahabat and Tabi'?n, both in the form of sheets (?a?ifah), and books (kit?b), or proven by the existence of a strong history of the existence of the writings of the Sahabat’s and Tabi'?n.

The risk of violent behavior in nursing diagnosis is usually arise because of aggressiveness which is often associated with people with schizophrenia. Affects and emotions in schizophrenic patients affect behaviors such as hand and body movements, facial expressions, and tone of voice that can be seen clearly when a person expresses and experiences feelings and emotions. This study aims to analyze the effectiveness of applying de-escalation with expressive writing exercises in reducing signs and symptoms of risk of violent behavior. The client is a 23-year-old woman with schizophrenia. The therapy given is generalist nurse intevention and by applying Emotional Experience Writing as a form of de- escalation. Emotional Experience Writing is part of expressive therapy that is used to help recovery and improve mental health. Emotional Experience Writing is one of the intervention techniques developed from expressive writing therapy techniques used in counseling, psychotherapy, and rehabilitation. The procedure for implementing emotional experience writing is also based on expressive writing, which is oriented towards disclosing the emotional experiences experienced. The evaluation was carried out using an evaluation sheet for signs and symptoms of risk of violent behavior developed by the Department of Psychiatric Nursing, Faculty of Nursing, University of Indonesia. The results of this study indicate that the application of Emotional Experience Writing is effective in reducing the signs and symptoms in client with the risk of violent behavior. Emotional Experience Writing exercises are recommended to be an alternative de-escalation intervention, especially for clients with the risk of violent behavior.

Indian English fiction started as a major force with three pillars of Indian English fiction where stories more or less moved around freedom struggle and Gandhian philosophy to country life in India with their traditions, class, caste, religious affairs. But from mere user to English language to major force in style and output was achieved with Indian diasporas contributing to English literature their original tell of living abroad as Indian and their urban stories as well as stories of modern urban Indians. They are well travelled and they can see Indian stories objectively. They are well read and has good idea of Commonwealth literary output. They are writers who are living abroad and they at ease with language and modern in their outlook. These new stories they tell is about youth, urban world, affluent Indians etc. have changed the typical Indian fiction concept. They are the new face of India.

This article is devoted to the analysis of written papers in French which are a distinct nationally specific genre. The article describes the main features of the different types of written papers which are actively used by methodologists and professors in schools and universities to test students’ knowledge. Written types of papers are especially challenging for learners because they imply not only good knowledge of vocabulary and grammatical structures of the studied language but also the knowledge of structural and stylistic features of the papers themselves which usually differ from their analogues in native language. The article points out that the effectiveness of teaching writing in French depends as much on the linguistic background of the learners as on the number of tasks and exercises needed to build, practice, and monitor learners’ writing skills. Speaking about written work done in French, an important factor for sustained interest in further learning of French is adequate reasoned assessment of assignments. The article provides the assessment criteria for different types of written papers that are taught in contemporary universities.

Abstracts are essential components of academic research articles, providing a concise summary of the study's purpose, methods, results, and conclusions. This qualitative evidence synthesis examines the quality, structure, and content of abstracts in the fields of English Language Teaching (ELT) and Literature. A systematic search of relevant databases identified 15 peer-reviewed articles published in English with a focus on abstract writing. Thematic analysis was used to analyze the studies for their research findings, methodologies, and recommendations related to abstract writing. The findings reveal that abstracts tend to be descriptive, with a focus on presenting the research problem, methodology, and main findings. However, there is a lack of consistency in structure and content across journals, and the quality of abstracts varies widely. Based on the analysis, several key recommendations for improving abstract writing in ELT and Literature journals are proposed, including greater consistency and standardization across journals, and improved training for authors and reviewers. This qualitative evidence synthesis offers a thorough overview of the body of knowledge on the subject of writing effective abstracts for ELT and literature journals and makes suggestions for further study and practice in this field. The study highlights the need for greater attention to abstract writing quality, structure, and content, and provides practical recommendations for improving the quality of abstracts in ELT and Literature research articles using thematic analysis as a data analysis technique.

This study aims to find differences in students' writing skills and aspects of writing that increase after applying indirect feedback as a technique. The method in this research is One group pretest-posttest. A total of 32 students from class X.10 were selected as the sample in this study. The data collection tool is a recount text writing test. The results showed that the t-value was higher than the critical value of (8.420>2.040), and the two-way test turned into large (zero.000 <0.05). Meanwhile, the aspect of students' writing that significantly improved became vocabulary because the increase became 4.26. therefore, it is possible to be concluded that there are differences in students' writing skills after applying indirect feedback as a technique. This research may help increase college students' writing skills, specifically in vocabulary.

В статье освещается методическая сторона проблемы развития творчества на примере начальной школы, обоснуется необходимость творческого подхода учителей в обучении чтению и письму и условия развития индивидуального творчества у учащихся на примере уроков начальной школы.

JAWI WRITING IN AL-QURAN AND AL-SUNNAH SUBJECT AT SECONDARY SCHOOL: ISSUES AND CHALLENGES