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and paraphrases are involved since it requires real-time processing. Metacognitive strategies that help students organize, track, and assess their listening processes are frequently ignored in traditional listening training. This study investigates how teaching metacognitive strategies can improve self-regulated listening and boost comprehension in general. As the target students yielded lower scores in the external monitoring examination, that is held twice a year to define students’ weaknesses, inform and revise the curriculum. Aims: The study's main objective was to assess how teaching metacognitive strategies like anticipating, tracking, and assessing affects the listening comprehension of intermediate-level students. It was aimed to find out if these techniques could help students understand spoken English to complete different listening question types. Study Design and Methodology: 28 intermediate students, ages 14 to 15, from an intellectual school in Kazakhstan participated in this study. Three research lessons that addressed various facets of applying metacognitive strategies in listening were part of the intervention. Student interviews, classroom observations, and pre- and post-tests were data collection tools. We evaluated how students' awareness and application of listening methods had changed using the Metacognitive Awareness Listening Questionnaire (MALQ). Findings: According to the study, students' listening comprehension significantly improved after using metacognitive techniques. Students at the highest levels gained the most, successfully using metacognitive techniques. While low attaining students reported feeling more confident when processing complex audio passages, mid attaining students showed improvements in handling paraphrased language and remembering details. Conclusion, Originality, Value, and Implications: This study emphasizes the benefits of teaching intermediate learners metacognitive strategies and enhancement of listening comprehension and promotion of self-regulation. Therefore, in order to accommodate different learners, we advise routinely integrating metacognitive skills into listening teaching. This strategy fosters long-term success in language learning by improving understanding and boosting learners' self-esteem.

dresses this gap by investigating how CLIL (Content and Language Integrated Learning) methodologies, including Soft CLIL (teaching English through Science) and Hard CLIL (teaching Science in English) can benefit from additional support of language targeted lessons in STEM frameworks. Aims: The study explores how lesson study supports interdisciplinary teaching and learning in primary education, with a particular focus on STEM and CLIL integration. It aims to assess the impact of this approach on both teacher collaboration and student learning outcomes, highlighting effective strategies for merging content and language instruction. Study design or methodology: Participants included 2 teachers: Science and EFL teachers and 100 students aged 9-10 from a STEM-focused school. The research lesson study took place in classrooms where teachers applied CLIL-based STEM lessons. Data was collected through classroom observations, students’ performance assessment and teacher interviews. Data analysis was performed through comparison of pre- and post- intervention results. Findings: The collaboration of language and content teachers in STEM through lesson study significantly improved learners’ engagement, motivation and comprehension. They demonstrated increased curiosity and critical thinking skills, such as problem solving and planning. Teachers’ collaboration effectively supported both content and language acquisition. Conclusions, originality, value and implications: This study emphasizes the role of language support in fostering interdisciplinary learning in primary education. It contributes to the field by offering effective strategies for enhancing teaching across disciplines and providing insights into the integration of STEM and CLIL.

writing, often perceived as solitary and disconnected from active classroom engagement, fail to provide students with the scaffolding needed to succeed. Aims: This study explores the implementation of the Flipped Writing method to enhance writing skills among Grade 9 and 10 students in English classrooms at Nazarbayev Intellectual Schools of Chemistry and Biology in Pavlodar and Petropavlovsk, Kazakhstan. Flipped Writing, rooted in the Flipped Classroom and product-writing approaches, combines individual study of writing samples with structured in-class activities. Study design: The research involved six English teachers, 18 students (three per teacher) aged 15- 16, and two facilitators from the Center for Pedagogical Excellence. Using qualitative methods, including teacher observations, comparative analysis of students’ written works, and student interviews, the study assessed progress in content development, vocabulary use, grammar accuracy, coherence, and cohesion. The research cycle included diagnostic assessments, three iterative lessons focusing on idea generation, guided writing, and feedback, as well as a summative essay task. Findings: The study revealed significant improvement among struggling students in idea generation, vocabulary, and coherence, while advanced and mid-level students showed enhanced grammar accuracy and topical vocabulary use. Students acknowledged the utility of structured criteria, teacher support, and preparatory tasks in improving their writing. Conclusion, originality, value and implications: This study demonstrates that the Flipped Writing method engages students and fosters independent learning while systematically building writing competencies. It highlights the potential for tailored approaches to address varied proficiency levels in multilingual learning environments. These findings contribute to innovative practices in writing pedagogy and suggest further adaptation of Flipped Writing for broader application in diverse contexts.

h, English, and World History. A key challenge observed was that students struggled to form well-reasoned statements, provide appropriate evidence and examples, identify key points in texts, and recognize cause-and-effect relationships. The study aimed to address these difficulties by introducing tables as a structured tool for organizing textual analysis and improving argumentation skills. Aims: The primary goal was to develop students’ analytical thinking skills by improving their ability to compare, generalize, construct logical reasoning, fully comprehend texts, and draw conclusions based on textual analysis using structured tables. Study Design or Methodology: This research followed a Lesson Study approach, involving the observation of three lessons. A qualitative research design was applied, including classroom observations, student interviews, and a pre-study survey. Before starting the research, a survey was conducted to assess students' challenges in working with texts, particularly in identifying key ideas, structuring arguments, and providing evidence-based reasoning. The term ‘difficulty working with texts’ refers to students’ struggles in extracting relevant information, organizing their thoughts logically, and articulating well-supported arguments. Findings: The structured tables implemented for analysing information in texts were effective, as students learned to systematically identify key ideas, organize supporting evidence, and construct well-reasoned arguments. The study found that students developed critical thinking by recognizing their own opinions, reflecting on different perspectives, and using relevant argumentative evidence. Students generated their own argumentative statements based on the structured analysis, rather than relying on pre-prepared responses. Conclusions, Originality, Value, and Implications: The findings suggest that structured tables can be a valuable tool for improving students’ argumentation skills across multiple subjects. The approach provided a clear framework that helped students move from basic comprehension to higher-order thinking skills, which are essential for academic success. These results indicate that similar strategies could be effectively applied in other disciplines and educational settings. The study highlights the need for structured scaffolding in teaching argumentation, with a gradual transition toward independent analysis and reasoning. Future practice will focus on refining this approach and exploring its effectiveness in different learning contexts.

tes subject knowledge and academic language across Kazakh, Russian, and English. Despite its importance, challenges such as inconsistent joint planning (JP) and misalignment of linguistic and content objectives persist. Research by Mehisto et al. (2017) and Coyle et al. (2010) highlights the transformative potential of collaboration between subject and language teachers in enhancing CLIL. However, little is known about these processes in Kazakhstan’s multilingual education context. This study explores how systematic collaboration improves teaching practices and student outcomes. Aims: This study aimed to explore how joint lesson planning and co-teaching enhance students' academic language proficiency in Chemistry. It investigated the impact of collaborative instructional strategies, shared resources, and structured scaffolding on student learning across different ability levels. The research also sought to refine teaching approaches that help students construct clear, well-structured scientific explanations and effectively use subject-specific terminology in multiple languages. Study design: The study was conducted with Chemistry and language teachers at NIS, involving nine Year 11 students (aged 16-17) in a series of three research lessons (RL1, RL2, RL3). Data were collected through teacher interviews, classroom observations, and student assessments. Collaborative lesson planning sessions were held to co-develop instructional materials, including structured writing templates, terminology guides, and guided questioning strategies. The impact of these interventions was measured by comparing pre- and post-intervention student performance in Chemistry-related analytical writing and scientific discussions. Findings: The study revealed notable improvements in students’ ability to integrate Chemistry-specific academic language into structured responses. Students demonstrated enhanced comprehension and writing skills, particularly in lab reports and extended explanations. The use of scaffolding techniques, peer discussions, and co-teaching strategies contributed to this progress. High-achieving students displayed strong analytical writing skills, while average and struggling learners benefited from structured templates and guided questioning to improve clarity and coherence Conclusions, originality, value and implications: The research provides a practical model for integrating content and language objectives. Future teaching will prioritize structured collaboration and shared resource development, with regular JP sessions to strengthen CLIL practices. These findings offer valuable insights for further development of effective CLIL strategies across subjects

y effective language instruction strategies that support students' content learning and language development simultaneously. Aims: The study investigated the effect of CLIL methodology on academic English language skills, specifically vocabulary, grammar, writing conventions, and scientific literacy in biology assignments, aiming to improve students' ability to accurately express scientific concepts. Study design or methodology: This Research Lesson Study involved 11th grade biology students in a traditional classroom using the CLIL approach. Data was collected through observations and interviews with students, written assignments and analyzed for language proficiency and content accuracy. Teachers from two Nazarbayev Intellectual Schools created special resources to support student learning and language development as a second or third language. Findings: The CLIL methodology significantly enhanced students' academic English language skills in written biology assignments, resulting in enhanced vocabulary usage, improved grammar, and improved scientific literacy in biology-related concepts, indicating a deeper understanding and language development. Conclusions, originality, value and implications: The research emphasizes the importance of integrating language instruction within content subjects, enabling students to develop subject-specific knowledge and language proficiency simultaneously. The study provides a practical approach for educators to enhance language education and support students' academic achievement.

ratory work, which subsequently leads to improper use of the equipment and unreliable results. Therefore, our goal was to determine what changes needed to be made so that students would more accurately follow instructions to improve the overall performance of the work. The curriculum states that chemistry lessons should provide students with the opportunity to develop their abilities: "...to plan, execute, interpret and present the results of experiments and observations." To make the lab work easier, the students were asked to follow the video instructions during the lab instead of the instructions they are used to. Aims: The aim of the study is to study the impact of the use of video instructions in chemistry practical lessons on academic performance, and the level of argumentation of students in grades 7-8 of the Nazarbayev Intellectual School in Petropavlovsk. Study design or methodology: The study was conducted during the third quarter of the 2022-2023 academic year. The study group consisted of 13-14 year-old students of grades 7-8 of the Nazarbayev Intellectual School of Petropavlovsk . A total of 89 students took part in the study. At the first stage of the study, the students were divided into 2 groups (experimental and control). The experimental group included 24 students from 7th grade and 21 people from 8th grade. The control group consisted of 21 7th grade students and 23 eighth graders. Students' oral and written responses, interviewing, observation, description, and plotting were used to conduct qualitative and quantitative analysis. Findings: Most of the students indicated that the video instructions were more interesting to watch, that the practical work helped them to better understand and remember the processes of the experiments. In addition, laboratory experiments are important and give students the opportunity to develop practical technical skills needed in the workplace. Conclusions, originality, value and implications: Based on the study, we can conclude that students in the experimental group, after using video instructions, began to perform laboratory work better. When performing work, they clearly follow the algorithm of the stages of the experiment, correctly name the equipment and use it for its intended purpose, and note visual signs of reactions occurring. This contributed to the formation of a higher level of argumentation of observations and the formulation of conclusions, more effective advancement of each student along his educational trajectory. Teachers should diversify laboratory assignments and provide them with a choice.

a lack of correlation between student learning and practical work. The main improvement focuses on understanding how students can optimise practical learning. Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills. Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress. Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons. Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses.

al abilities necessary for life. This study shows the possibilities of developing students’ research skills in English lessons at a young age, when they are in grade 7. Aims: The aim of this research is to apply story-based learning approach at the English lessons and to explore how it can help develop learners’ research skills such as making up questions, carrying out interviews, and identifying problems. Study design or methodology: This is a lesson study research aimed to improve teaching and learning outcomes. The participants of the study were grade 7 students. There were 16 students aged 12-13 from 2 different groups. 4 English teachers observed the lessons and provided feedback. The research data were collected with the aid of surveys, interviews with students and lesson observation. Students’ feedback was also used. All the research methods helped to identify whether students liked the process, what they learned and how stories helped to develop their certain skills. The pre-research data that were collected with the help of a survey helped to identify whether it is appropriate to use the story-based learning approach with grade 7 learners. Conclusions, originality, value and implications: Stories can be a great source for developing young learners’ research skills. Stories can be efficiently used for creating relevant questions, interviewing each other, identifying the problem and proposing solutions. Progress in language acquisition can be seen both in more able and struggling students. However, this requires a lot of effort and creativity from the teacher because he/she needs to develop activities that are targeted at developing young learners’ research skills.

the external summative assessment, which aligns with international CIE Cambridge A-level standards. These assessments require advanced skills in reasoning, evaluation, and writing well-structured responses, areas where students often face challenges. Given the importance of preparing students to succeed in these assessments, the study focuses on addressing skill gaps and fostering the competencies necessary for academic success. Aims: The study specifically focuses on how effective questioning techniques can enhance students’ abilities to analyse, plan, write well-reasoned conclusions, and evaluate information effectively. The primary objective of this study is to prepare students for the demands of external summative assessments. Study design or methodology: This study was conducted during 2023-2024 academic year with eight Year 11 students (aged 16-17), through collaboration between Chemistry and English language teachers. Lessons integrated CLIL (Content and Language Integrated Learning) strategies to build subject knowledge alongside analytical writing skills. Data collection included summative assessments, teacher observations, and student feedback to evaluate the effectiveness of questioning techniques in improving student readiness for the external summative assessment. Findings: The findings demonstrate that effective questioning strategies significantly enhanced students' skills in planning responses, constructing conclusions, and evaluating information critically. These strategies contributed to improved performance in both short-answer and extended-response tasks, which are integral components of the external summative assessment. The approach also demonstrated potential for broader application across all year level to support long-term academic development. Conclusions, originality, value and implications: This study highlights the importance of effective questioning strategies in preparing students for the external summative assessment. By improving essential skills such as planning, evaluation, and conclusion-writing, the study contributes to the school’s mission of fostering independent learners and critical thinkers. Future work will focus on refining these techniques and providing targeted support for struggling learners, ensuring consistent progress across all year level.