Аннотации:
The purpose of this study is to examine the effect of computer-assisted instruction
on the language achievement (Kazakh, English and Russian) and attitudes of
university students who will work in general education schools in the future. In
line with this purpose, pre-test post-test model with control group was applied in
the study. The study group of the research consisted of 64 pre-service teacher
university students studying at a university in Astana in the second year of the
2022-2023 academic year. There were 2 groups in the study, one experimental
group (n=32) and the other control group (n=32). In the experimental group,
computer-assisted instruction in a multimodal education environment and in the
control group, traditional instruction was applied. Kazakh, Russian and English
language achievement tests and attitude scale towards multilingual education were
used to collect the research data. According to the findings of the study, it was
found that the students who received computer-assisted instruction achieved
higher Kazakh, Russian and English language proficiency compared to their peers
who received traditional instruction. In addition, computer-assisted instruction
positively affects students' attitudes towards multilingual education. The study
sought to identify the risks and prospects for the development and expansion of
trilingual education in the Republic of Kazakhstan. In this context, it was observed
that the mother tongue outweighs the other languages learned.
