NUGSE Research in Education Journal
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Browsing NUGSE Research in Education Journal by Author "Akimenko, Olessya"
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Item Open Access In defense of the student-centered approach: responding to a critical review(NUGSE Research in Education, 3(1), 2018-06) Akimenko, OlessyaWhat can be more rewarding than having your article published and read? It is, of course, having it critiqued. I do think that if your work has motivated others to think and create something of their own, writing it was not in vain. Therefore, I was extremely delighted to see a critical response to my article in the December 2017 edition of NUGSERIE, written by Serik Ivatov. In my opinion, this is a very well-written article, which makes many valuable points. However, as having academic discourse is almost as enjoyable as writing articles, I have decided to address some of the comments Ivatov makes in his article. In his critical response, Ivatov gradually analyzes the main points that have been made in the article, as well as gives his suggestions regarding the areas that could be improved. In this article I will follow the same order to make it easier for readers to review both articles.Item Open Access Investigating the Effectiveness of Private Small Group Tutoring of English in Kazakhstan: Perceptions of Tutors and Students(NUGSE Research in Education, 2(1), 2017) Akimenko, OlessyaThe main focus of education studies has been on mainstream schools and institutions. However, the growing phenomenon of private tutoring has been largely overlooked by scholars. In Kazakhstan, numerous specialists offer private tutoring, and the tendency to supplement mainstream schooling continues to grow. The actual effectiveness of private tutoring, meanwhile, remains an open question. Since the study of English language is the most popular among the various subjects offered by tutors, this research studies the effectiveness of private tutoring of English and the way it can – or cannot – complement school education. This qualitative study explores the experiences of five private tutors and five privately tutored small groups of high-school students at private tutoring facilities in Astana, based on data obtained from semi-structured individual face-to-face and focus group interviews. The results of the study indicate that private tutoring is effective in enhancing students’ knowledge of English, as well as serves as a remedial purpose by helping students to form the knowledge required by mainstream schools. However, it should be noted that for other tutored subjects the situation may be different. Also, the results of the research may not be representative for the whole country due to the small size of the sample.Item Open Access Teaching Approaches: Theory and Practice(NUGSE Research in Education, 1(2), 2016) Akimenko, OlessyaWhile according to some authors, teaching approach is the way of teaching students, implying the kinds of teaching and learning activities that a teacher conducts and the ways in which teacher engages students with the subject matter, other authors use this term to refer to the way of teaching, which can take the form of a lecture, tutorial, or laboratory work. The paper first focuses in particular on the theoretical understandings of teacher-centered and student-centered approaches, executive, facilitator, and liberationist teaching approaches, as well as lecture, direct instruction, and group discussion. These theories are then examined in regard to teaching approaches in Kazakhstan, whose educational system has recently undergone significant changes, moving from traditional to a more competence-based type of education, thereby encouraging students to develop the ability to apply the knowledge and experience in order to solve problems. By examining these theories and their application in Kazakhstan, it is hoped to shed light on the areas for further growth and improvement.