This article examines the integration of research-based learning into foreign language education in higher education institutions of Kazakhstan. The study analyzes theoretical foundations, explores the current national context, and highlights successful practices from universities in different regions of Kazakhstan. Practical strategies such as project-based learning, student academic clubs, and academic writing in English are explored. The study concludes that embedding research elements improves not only linguistic proficiency but also academic and professional competence. Recommendations are provided for curriculum design, teacher training, and inter-university collaboration.

Keywords: research-based learning, foreign language teaching, research competence, academic writing, Kazakhstan, higher education

Introduction

In the context of Kazakhstan’s integration into the global educational space, there is a growing demand for university graduates proficient in foreign languages and capable of conducting academic research.

Universities in Kazakhstan are encouraged to introduce interdisciplinary approaches that combine subject knowledge with language and research skills. One effective method is research-based learning (RBL), which fosters active student engagement through inquiry, critical analysis, and knowledge creation.

The aim of this study is to investigate how research elements can be effectively integrated into foreign language teaching in Kazakhstan’s universities and what pedagogical and institutional practices support this integration.

Theoretical Foundations of Research-Based Learning

Research-based learning in foreign language education fosters not only communicative skills but also essential academic competencies. Studies highlight that professionally oriented research tasks—such as preparing reports, academic essays, and participating in scientific discussions—help students acquire the skills of independent inquiry, structured analysis, and academic expression. These tasks contribute to the students' intellectual growth and better preparation for participation in the scientific community [1].

Khlybova argues that embedding academic writing in English for Specific Purposes (ESP) courses leads to improved student autonomy and performance in academic tasks [2]. Students become capable of producing abstracts, literature reviews, and reflective essays in English.

National Context and Policy Environment

Kazakhstan’s trilingual education policy encourages the parallel development of Kazakh, Russian, and English within all levels of education. In the context of higher education, English is becoming increasingly important, especially in the fields of science and technology, where academic instruction and research dissemination are often expected to occur in the English language. This policy has influenced universities to reconsider how foreign languages are taught, moving beyond basic communication skills toward a more academically oriented use of language.

However, research-based language instruction is often hindered by students’ limited academic writing skills, especially when it comes to formulating structured arguments and using source material critically. Students frequently lack the methodological and linguistic foundation required to independently analyze academic texts and integrate them into their own writing, even when guided by instructors through supervised projects [5]. This can limit their ability to participate in meaningful research activities or produce academic writing at the required standard. Instructors, too, may not always be fully equipped to guide students through research tasks, especially if they have limited experience with research-based pedagogy or with supervising student inquiry in a foreign language.

In addition, foreign language courses often exist within already dense curricula, which can restrict the time available for implementing more complex, student-centered tasks such as projects or research assignments. As a result, even when the value of such activities is recognized, practical constraints may prevent them from being used regularly.

Despite these obstacles, it is clear that many institutions are aware of the importance of integrating research into language instruction and are making efforts to adapt. New formats are being introduced, pilot projects are being tested, and a gradual shift toward more research-oriented learning environments can be observed. These developments indicate a growing awareness of the need to align language education with broader academic and professional goals.

Regional University Practices in Kazakhstan

The table 1 below summarizes practical approaches to integrating research elements into foreign language education in selected Kazakhstani universities.

Table 1

Practical Implementation Strategies

In recent years, many Kazakhstani universities have been exploring different ways of integrating research elements into foreign language education. Although these approaches vary depending on institutional context and resources, they share a common objective: to encourage students to use a foreign language not only for communication, but also as a tool for academic inquiry and critical thinking.

In Karaganda, for example, Buketov University has introduced term-based student projects within its “Professional Foreign Language” course. These projects involve research on topics related to students’ future professions, such as workplace communication in multilingual environments or thematic analysis of academic literature in English. The outcomes are often presented at internal university conferences, which helps students practice public speaking and academic presentation skills. According to faculty feedback, these activities not only improve students’ vocabulary and writing but also increase their motivation to learn the language more deeply and purposefully [4].

At the Kazakh Ablai Khan University of International Relations and World Languages in Almaty, emphasis is placed on combining language training with research and project activity. For instance, in April 2024 the university hosted the Republican Subject Olympiad in Translation Studies, bringing together over 250 students from 26 universities, including Abylai Khan University itself [6]. Participation in such events provides students with structured academic challenges—such as preparing and testing translation strategies or interpreting professional texts—within a national research- and competition-oriented framework. These experiences deepen both pedagogical insight and academic English proficiency, thereby contributing to students’ readiness for future research and professional tasks.

Pavlodar Pedagogical University has developed an extracurricular model through the student club “Scientific Discourse.” Within this club, students conduct classroom-based research, sociolinguistic surveys, or reflections on teaching practices. Some of their work has received recognition at national academic events. Faculty members note that participation in the club improves students’ academic writing and ability to formulate structured arguments in English. Moreover, peer-to-peer learning and mentorship from senior students play an important role in building research confidence [7].

Taken together, these examples suggest that Kazakhstani universities are gradually moving towards a more integrated model of foreign language education—one that includes not only grammar and vocabulary instruction but also the development of research skills. While the institutional formats differ—from coursework projects to academic clubs and national competitions—they all contribute to a broader goal of preparing students to use a foreign language in academic and professional contexts.

These experiences also highlight several practical conditions for success. First, institutional support (such as dedicated time, supervision, or recognition) plays a crucial role in sustaining student interest. Second, the combination of curricular and extracurricular formats allows students with varying levels of language proficiency to participate meaningfully. Finally, visibility through conferences or publication helps students see the value of their efforts beyond the classroom.

Conclusion

Integrating research into foreign language education contributes significantly to student development in Kazakhstan. Key outcomes include strengthened academic English skills, improved critical thinking and argumentation, greater motivation and learner autonomy and better preparation for graduate study or international collaboration.

Recommendations

Based on the analysis of institutional practices and national challenges, several steps can be taken to support the integration of research elements into foreign language instruction in Kazakhstan’s higher education system.

First, it is advisable to revise existing curricula by incorporating components of research-based learning (RBL) into foreign language courses. This includes developing clear rubrics for evaluating research tasks, introducing academic writing modules, and encouraging students to engage with scholarly sources in the target language. Such integration would not only expand the functional use of language but also support critical thinking and analytical skills.

Secondly, there is a need for targeted instructor training. Many university teachers possess strong linguistic or pedagogical expertise but may have limited experience guiding student research. Professional development programs focused on RBL methodology, supervision of student inquiry, and interdisciplinary teaching would help close this gap and empower instructors to support research-oriented learning effectively.

Another important area is student motivation and recognition. Institutions could encourage participation in language-based research by offering academic incentives such as small research grants, recognition awards, or publication opportunities in student journals. These steps would create a more visible and meaningful purpose for engaging in academic research in English or other foreign languages.

Moreover, fostering collaboration between universities can facilitate the exchange of successful practices. Establishing networks of language instructors implementing research-based approaches would allow for peer learning, co-organized events, and even joint student conferences that promote academic communication across regions.

Finally, universities could consider creating or strengthening platforms for student publishing. Internal journals or online repositories featuring student research in English can serve as accessible outlets for academic expression, help students build confidence, and contribute to the development of a sustainable research culture.

These recommendations reflect the practical needs observed across different regions of Kazakhstan and aim to support a more holistic and intellectually engaging model of foreign language education.

References:

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