Lazzat Baimanova

This review article examines how research competencies function as a foundational basis for the formation of communication strategies in contemporary linguodidactic contexts. This study addresses the growing expectation for instructors and students in order to act as reflective practitioners who are able to conduct study, interpret results and adapt their communication strategies to academic and intercultural contexts. The aim of the review is to analyze and synthesize international approaches to the relationship between research competencies and the development of communication strategies in higher education. Methodologically, the study employs a narrative synthesis-based review approach. Peer-reviewed international literature from linguodidactics, education, second-language communication-strategy research, intercultural pedagogy, and studies of academic discourse. It is examined through thematic grouping, comparison of key conceptual positions, and integrative synthesis, which enables the identification of convergences, contradictions across different research traditions. This approach brings together diverse theoretical perspectives and empirical studies across different educational systems and multilingual contexts. The given review indicates that research competence is commonly described in the literature as a combination of methodological knowledge, procedural skills, and reflective attitudes. Within this framework, research competence supports communicators in identifying interactional challenges in the context of scientific communication, planning and justifying communicative choices, evaluating outcomes, and adapting their behavior to contextual conditions. Communication strategies are presented as context-dependent tools that can be developed through explicit instruction and reflective, inquiry-based practices. Within this synthesis intercultural competence is conceptualized as a complementary dimension of strategic reasoning, involving interpretive skills, attitudinal orientation, and cultural awareness, while academic communication is shown to be influenced by disciplinary conventions and digital environments that require strategic adaptation from both instructors and learners. The scientific contribution of the review lies in demonstrating that research competence functions as a higher-order regulatory capacity that supports the selection, application and evaluation of communication strategies.

The study aims to develop, theoretically substantiate, and experimentally test a structural-functional model for the formation of soft skills among pre-service foreign language teachers in the context of multilingual education in the Republic of Kazakhstan. The model integrates cognitive, socio-communicative, and self-regulatory components into a dynamically interconnected system realized through specially designed module-based exercises and activities. It consists of five interrelated blocks (target, content, process, assessment, and outcome) and was implemented through a 15-week elective special course entitled “The Formation of Soft Skills in the Educational Environment” (3 credits, 90 hours) for third-year students of the educational program “Foreign Language: Two Foreign Languages” at a pedagogical university. A total of 160 students participated in the quasi-experiment (experimental group, n=80; control group, n=80). Diagnostics were conducted before and after the course using the author’s Likert-scale questionnaire, the standardized TEIQue-SF and CD-RISC-25 tests, and physiological data (heart rate variability). Covariance analysis (ANCOVA) confirmed a statistically significant advantage of the experimental group on most indicators. The data demonstrate the model's effectiveness in addressing perceived gaps in self-reported readiness, reflective capacity, intercultural adaptability, and emotional stability. Notably, students' awareness of the professional importance of soft skills increased significantly by 11.9% (p < .001), suggesting a positive shift in motivational orientation. However, direct measurement of motivation was beyond the scope of this study. The results offer practical implications for improving teacher training in multilingual settings and may be adapted to other contexts with similar linguistic and pedagogical profiles, pending further cross-cultural validation.

Developing research skills and academic literacy is essential for student success, yet their progression often varies across multilingual higher education systems. This study investigates these competencies among 692 bachelor’s and master’s students in Kazakhstan’s trilingual higher education context, where Kazakh, Russian, and English serve as languages of instruction. The contributions of multilingual academic practices, language of instruction, reading proficiency in three languages, peer collaboration, teacher facilitation, learner autonomy, and academic performance were examined using hierarchical regression and cumulative logit models. Results show that multilingual academic practices emerged as the strongest and most consistent predictor of both research skills (β = 0.56) and academic literacy (β = 0.69), explaining 38% and 49% of variance respectively and clearly outperforming medium of instruction, single-language reading proficiency, and programme level. Peer collaboration, teacher facilitation, and academic performance emerged as the most powerful predictors of students’ overall self-assessed research competence. The findings position multilingualism as both linguistic and cognitive resource, offering implications for curriculum design, staff training, and multilingual research-based learning in higher education. The study advances international scholarship on multilingual higher education.

В статье исследуется феномен формирования билингвальной элитарной личности в историко-культурном контексте Казахстана на примере творческой биографии Мурата Ауэзова. Цель исследования – определить ключевые особенности элитарной билингвальной личности, проанализировать влияние семьи, историко-культурных и образовательных факторов на процесс её формирования. В исследовании учитывается влияние двуязычия на культурную и когнитивную компетентность, а также на развитие профессиональной и социальной идентичности. Анализируется значение билингвизма для сохранения культурных норм, роли образовательной среды в становлении элитарной личности и влияния двуязычия на когнитивные способности в период взросления. В рамках исследования применяются методы когнитивного, дискурсивного анализа и историко-культурного подхода, основанного на описании биографических данных и социально-культурных традиций. Подчеркивается важность билингвальной образовательной среды для формирования элитарной личности и условий развития когнитивных способностей. Практическая значимость результатов заключается в разработке конкретных рекомендаций по формированию образовательных стратегий и программ в области филологии и социокультуры.

The article focuses on the problem of the formation of multilingual competence of engineering students. The concept of “multilingualism”is considered from the standpoint of practical knowledge of one or more foreign languages, if English is the first FL, and German, French, Turkish and Chinese – as the second FL. In the context of the internationalization of professional education and professional activity, the presence of multilingual competence is defined as one of the leading supra-professional competencies of an engineering graduate. The article describes the requirements of the leading international engineering communities for certification and registration of specialists in terms of multilingualism. The article describes the requirements of the leading international engineering communities for certification and registration of specialists from the point of view of multilingualism. The practice of organizing the process of multilingual education in a non-linguistic university is presented by D. Serikbayev East Kazakhstan Technical University where the main forms and techniques aimed at developing the multilingual competence of students are considered. Key words: multilingualism, language training at the university, level training, language module. Статья посвящена проблеме формирования мультиязычной компетенции студентов инженерных специальностей. Понятие «мультиязычности» авторы рассматривают с позиции практического владения одним или несколькими иностранными языками при условии владения английским языком как первым ИЯ, немецким, французским, турецким и китайским языками – как вторым иностранным языком. В условиях итернационализации профессионального образования и профессиональной деятельности наличие мультиязычной компетенции определяется как одна из ведущих надпрофессиональных компетенций выпускника вуза инженерной направленности. Проблема формирования полиязычной компетентности студентов технических вузов с учетом национальной культуры и особенностей межкультурного общения студентов ставит вузы перед необходимостью поиска согласованного комплексного подхода к ее решению. По мнению авторов, существует прямая зависимость уровня сформированности общекультурных компетенций от количества изучаемых иностранных языков за счет использования различных форм и методов обучения иностранным языкам с правильно подобранным содержанием и информационным наполнением. В статье охарактеризованы требования ведущих международных инженерных сообществ для сертификации и регистрации специалистов с точки зрения мультиязычности. Практика организации процесса мультиязычного обучения в неязыковом вузе представлена на опыте Восточно-Казахстанского технического университета имени Д.Серикбаева, рассмотрены основные формы и приемы, направленные на развитие мультиязычной компетенции студентов. Ключевые слова: мультиязычность, языковая подготовка в вузе, уровневое обучение, языковой модуль. Мақала инженерлік мамандықта оқитын студенттердің көптілді құзыреттілігін қалыптастыру мәселесіне арналған. «Көптілділік» ұғымы ағылшын тілін бірінші шетел тілі, неміс, француз, түрік және қытай тілдерін екінші шетел тілі ретінде меңгерген жағдайда бір немесе бірнеше шет тілдерін практикалық меңгеру тұрғысынан қаралады. Кәсіби білім беру мен кәсіби қызметтің интернационаландыру жағдайында көптілді құзіреттіліктің болуы инженерлік бағыттағы жоғары оқу орны түлегінің жетекші кәсіби құзіреттілігінің бірі ретінде анықталады. Ұлттық мәдениет пен студенттердің мәдениетаралық қарым-қатынас ерекшеліктерін ескере отырып, техникалық жоғары оқу орындары студенттерінің көптілді құзіреттілігін қалыптастыру мәселесі жоғары оқу орындарының алдына оны шешудің келісілген кешенді тәсілдемесін іздеу қажеттілігін қояды. Авторлардың пікірінше, дұрыс таңдалған мазмұны мен...