IMPROVING STUDENTS' ACADEMIC SPEAKING AND WRITING SKILLS OF MULTILINGUAL STUDENTS IN KAZAKHSTANI UNIVERSITIES
VIA THE CALLAN METHOD

Zhussupova Roza¹*, Anasheva Dariga²*, Zhassarova Dinara³, Yerik Gulnur⁴, Baltynova Aizhan⁵, Ismailova Anna⁶, Dyachenko Olga^7
1Ass. Prof., Department of Philology, Eurasian National University, Astana, Kazakhstan, rozazhusupova@rambler.ru;
²Mrs, Department of Philology, Eurasian National University, Astana, Kazakhstan,
Dariga_kz @list.ru;
³Mrs, Department of Philology, Eurasian National University, Astana, Kazakhstan, dina29.01@rambler.ru;
⁴Mrs, Department of Philology, Eurasian National University, Astana, Kazakhstan, yerikgulnur88@mail.ru;
⁵Mrs, Department of Philology, Eurasian National University, Astana, Kazakhstan, aizhangainy@gmail.com;
⁶Mrs, Department of Philology, Eurasian National University, Astana, Kazakhstan, nyura.ismailova@bk.ru;
⁷Mrs, Department of Foreign Languages, Eurasian Humanities Institute, Astana, Kazakhstan, dmilya@mail.ru
*Corresponding Author

Abstract

The Kazakhstani education is paying great attention to the development of innovative technologies in the improvement of English teaching process in higher institutions. Undoubtedly, the advance of the English level in the contemporary society of Kazakhstan plays a prodigious role among a young multilingual generation. In terms of academic domain, the Kazakhstani scholars aim at achieving a proficient level of English among Bachelor degree students of the Kazakh nationality encouraging their academic speaking and writing skills. Firstly, it advocates the main challenges in improving academic speaking and writing of university students on the base of the Callan method. Considering the effectiveness because of its empirical approach and avoidance of mental translation, the Callan method of teaching provided an opportunity to make students’ speech and writing more coherent and cohesive. Furthermore, the Callan techniques depicted the positive outcome because of its constant reiteration of academic vocabulary and grammar in multilingual groups.  Secondly, the practical usage of the Callan method and its efficiency in multilingual groups was scrutinized and successfully implemented at the Eurasian National University. The Kazakh/Russian groups of the foreign language department were under the study. Moreover, they were divided into experimental/control groups. The control group was taught traditionally whereas the experimental was tutored by means of the Callan method. The results demonstrated the discrepancies of the groups under the study, it was apparent that the experimental group students depicted higher scores in writing and speaking than the control one besides the experimental group showed improvements in making the utterances coherent and they did overcome fear of speaking.       
 
Keywords: Academic Speaking, Academic writing, multilingualism, EFLT.