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Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study

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Title: Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study
Language: English
Authors: Sandugash Tleubay, Gulmira Nurzhanova, Zinura Utegulova, Viktoriya S. Lim, Yerkinay Yelubay
Source: Journal of Social Studies Education Research. 2025 16(4):58-85.
Availability: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Speeches/Meeting Papers
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teachers, Teacher Education Programs, Teacher Education, Bilingual Education, Multilingualism, Communicative Competence (Languages), Motivation, Thinking Skills, Bias, Student Characteristics, Intervention, Pretests Posttests, Russian, English, Turkic Languages
Geographic Terms: Kazakhstan
ISSN: 1309-9108
Abstract: The study aimed to examine the effectiveness of motivational, cognitive, and reflexive components in developing communicative competence among pre-service teachers within the context of multilingual education. A total of 162 participants took part in the study, including 82 students in the experimental group and 80 in the control group. A quasi-experimental pretest-posttest design was employed. The experimental group received instruction through a specially designed elective course focused on developing communicative competence in multilingual settings, while the control group followed the standard curriculum. Data were collected using questionnaires and performance-based communicative tasks involving dialogue, monologue, public speaking, and written interaction. Statistical analysis included descriptive measures and t-tests to assess differences between groups. The results showed that students in the experimental group demonstrated significant improvement in motivational, cognitive, and reflexive components, as well as in overall communicative competence, compared to the control group. Correlation analysis revealed strong relationships among these components, with the reflexive factor exerting the greatest influence. The findings indicate that integrating motivational, cognitive, and reflexive dimensions into teacher education effectively enhances pre-service teachers' communicative competence in multilingual educational environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492896
Database: ERIC
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  Data: Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study
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  Data: <searchLink fieldCode="AR" term="%22Sandugash+Tleubay%22">Sandugash Tleubay</searchLink><br /><searchLink fieldCode="AR" term="%22Gulmira+Nurzhanova%22">Gulmira Nurzhanova</searchLink><br /><searchLink fieldCode="AR" term="%22Zinura+Utegulova%22">Zinura Utegulova</searchLink><br /><searchLink fieldCode="AR" term="%22Viktoriya+S%2E+Lim%22">Viktoriya S. Lim</searchLink><br /><searchLink fieldCode="AR" term="%22Yerkinay+Yelubay%22">Yerkinay Yelubay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Studies+Education+Research%22"><i>Journal of Social Studies Education Research</i></searchLink>. 2025 16(4):58-85.
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  Data: Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
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  Data: <searchLink fieldCode="DE" term="%22Kazakhstan%22">Kazakhstan</searchLink>
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  Data: The study aimed to examine the effectiveness of motivational, cognitive, and reflexive components in developing communicative competence among pre-service teachers within the context of multilingual education. A total of 162 participants took part in the study, including 82 students in the experimental group and 80 in the control group. A quasi-experimental pretest-posttest design was employed. The experimental group received instruction through a specially designed elective course focused on developing communicative competence in multilingual settings, while the control group followed the standard curriculum. Data were collected using questionnaires and performance-based communicative tasks involving dialogue, monologue, public speaking, and written interaction. Statistical analysis included descriptive measures and t-tests to assess differences between groups. The results showed that students in the experimental group demonstrated significant improvement in motivational, cognitive, and reflexive components, as well as in overall communicative competence, compared to the control group. Correlation analysis revealed strong relationships among these components, with the reflexive factor exerting the greatest influence. The findings indicate that integrating motivational, cognitive, and reflexive dimensions into teacher education effectively enhances pre-service teachers' communicative competence in multilingual educational environments.
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  Data: EJ1492896
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 28
        StartPage: 58
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Education
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      – SubjectFull: Bilingual Education
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      – SubjectFull: Communicative Competence (Languages)
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Turkic Languages
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      – SubjectFull: Kazakhstan
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    Titles:
      – TitleFull: Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study
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              Y: 2025
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