Аннотации:
The aim of this study is to examine the relationships between differentiated
instruction, pedagogical and technological competencies of students studying in
the foreign language department. Differentiated instructional self-efficacy,
pedagogical and technological competencies of students studying in foreign
languages departments were examined in terms of grade level and perception of
academic achievement within the scope of the comparative relational survey
model. In the study, the relationships between differentiated instructional selfefficacy and pedagogical and technological competencies of students studying in
foreign language departments were also examined on the basis of the relational
survey model. The study was carried out on 234 students studying in foreign
languages departments of different universities in Kazakhstan. Differentiated
instructional self-efficacy, pedagogical and technological competence scales in the
Likert-form were used to collect the research data. In the study, descriptive
statistics F test and Regression analysis techniques were used in the analysis of the
data. According to the research findings, the differentiated instruction selfefficacy, pedagogical and technological competencies of foreign language
students were found to be moderate. Differentiated instructional self-efficacy,
pedagogical and technological competencies of foreign language students differ
according to their classroom and academic achievement perceptions. Finally, the
pedagogical and technological competencies of foreign language students
significantly affect their self-efficacy towards differentiated instruction.
