Р е д а к ц и я к е ң е с і: Молдова Республикасының ҰҒА академигі Белостечник Г. (Молдова); Əзірбайжан ҰҒА академигі Велиханлы Н. (Азербайджан); Тəжікстан ҰҒА академигі Назаров Т.Н. (Тəжікстан); Молдова Республикасының ҰҒА академигі Рошка А. (Молдова); Молдова Республикасының ҰҒА академигі Руснак Г. (Молдова); Əзірбайжан ҰҒА корр. мүшесі Мурадов Ш. (Əзірбайжан); Əзірбайжан ҰҒА корр. мүшесі Сафарова З. (Əзірбайжан); э. ғ. д., проф. Василенко В.Н. (Украина); заң ғ. докт., проф. Устименко В.А. (Украина) «Қазақстан Республикасы Ұлттық ғылым академиясының Хабарлары. Қоғамдық жəне гуманитарлық ғылымдар сериясы».

The main idea of modern education is intellectualization, globalization of the process of preparation of future specialists. The institutes of education can achieve this goal only through using innovative information and communication technologies. Application of ICT in the formation of professional communicative competence positively affect the quality of learning material, developing listening and speaking in real communicative level, develop writing and reading skills and promotes the development of various language skills of students of touristic specialties.When you create a specific ICT-based teaching-learning environment and use active learning techniques, you significantly improve the level of professional communicative competence of students: special professional and personal knowledge; possession of specialized terminology to the extent necessary and sufficient for a complete and accurate description of the object of the profession; information culture; linguistic knowledge and skills; verbal communication skills and behavior; skills to independently analyze and vocational training situation and find the best way out of it; cognitive activity; communication skills associated with the development of the profession; ability to organize relationships with others; creative approach to business; skills to critically analyze the information already developed and quickly master the new challenge.

Problem statement . The use of technology determines the level of development of a country. The issue of technology adaptation in the field of education is important to secure technological integration. Due to the success in providing equality of opportunity to the entire population, the use of communication technology in the field of education is becoming more and more widespread in this context. In recent years, the significance of technological integration in the sphere of education has become apparent. A great number of research conducted on the views of students towards integrating computer assisted language learning (CALL) into the language learning classrooms, however, few studies addressing the attitudes of students towards using CALL in the Kazakhstani contexts exist in the field of language teaching. The aim of this study was to examine university level students’ attitudes towards the use of computer assisted language learning in Kazakhstan. Methodology . The quantitative method of research by analyzing the data collected through survey with the help of SPSS Statistics 23.0, as well as questionnaire developed by M. Vandewaetere and P. Desmet to measure attitudes of students towards the use of computer assisted language learning were applied. The participants of the study were 126 EFL pre-service teachers enrolled at Foreign Languages Teaching Department of Khoja Akhmet Yassawi International Kazakh-Turkish University. Results . The participants have overall positive attitudes towards using CALL in the language classroom. The difference between participants’ attitudes towards using CALL according to their age of study at the university was revealed. It was found statistically significant differences between first year and second year students and first year and third year students’ views towards using CALL in language learning. Conclusion . Further research studies might be conducted in the form of mixed design in order to get more detailed information to support or understand the general results found with the help of questionnaire.

Problem and goal. In modern society, the fundamental priorities are both the continuous renewal and recreation of the language personality of students, and the necessary competencies and abilities for the practical application of what has been learned to solve urgent problems. The concept of the formation of a “secondary language personality” that currently exists in the methodology of foreign language education and training implies the unconditional presence of competencies, the key and most significant of which is communicative. The level of formation of communicative competence is determined by the presence of awareness in the perception of the socio-cultural portrait of the country of a foreign language; social, cultural and ethnic tolerance; speech etiquette and courtesy in communication; possibility of finding ways to resolve conflicts in communication. The above tasks take place to be implemented only if the educational process is created and maintained in the context of a dialogue of cultures. But it is impossible without the introduction of information and digital technologies into the educational process. The purpose of this study is to test the effectiveness and relevance of the application of various methods, techniques and exercises using information technology to develop students’ speech skills (in particular, monologue speech). Methodology. The pedagogical experiment consisted of four stages: the organization of the study, the implementation of the experiment, the identification of quantitative and qualitative characteristics of the results of experimental learning, the interpretation of the causes and factors influencing the results. Results. The performance of the experimental group is relatively higher than that of the control group. The explanation for these results can be the different degree of performance of groups, the level of motivation of students, as well as the technologies used in the learning process. The data of the study of the quality of monologue speech at the control stage (test-cut of the experimental group) compared with the indicators of the ascertaining stage increased by an average of 10% in all parameters. Conclusion. Results of the experimental and control groups prove that the quality of the classes, the introduction of innovative and information technologies, as well as the motivation of students play an important role in the process of teaching a foreign language.

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