The purpose of this study is to describe the development of the Intercultural Communicative Competence Scale (ICCS). Two different groups from Turkey and Kazakhstan constituted the sample. The Turkish group (N=258) participated in the piloting process to develop the scale. The Kazakhstani group (N=314) was used to confirm the structure validity of the instrument. Based on review of literature, 76 items important for assessing ICC were generated. After expert revision for the face and content validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. According to the results, the content validity index (CVI) for the ICC scale was found acceptable (CVI=0.7). EFA results found that the scale, consisting of 4 factors and 52 items, explained 50.78% of the total variance. The factor loadings showed that 21 items loaded fairly strongly on Component 1 (Skills), 13 items on Component 2 (Attitude), 12 items on Component 3 (Awareness), and 6 items on Component 4 (Knowledge). CFA results also confirmed the four factorial structure of the scale. The Cronbach's alpha reliability coefficients of four factors and a whole instrument were found .946; .906; .880; .806 and .958 respectively.

Bu çalışmanın amacı ilköğretim sekizinci sınıfa devam eden çocukların meslek seçiminde etkili olan değerleri belirlemektir. Çalışmada, öğrencilerin meslek seçimine etki eden değerler belirlendiği için tarama modeli kullanılmıştır. Çalışmanın verileri onbeş maddelik anket ve bir görüşme sorusu ile elde edilmiştir. Araştırma verileri nicel ve nitel analiz teknikleriyle analiz edilmiştir. Araştırmanın çalışma grubunu gönüllük esasına dayalı olarak seçilen Mardin ili merkezindeki ortaokul sekizinci sınıfa devam eden 39 öğrenci oluşturmuştur. Çalışmada öğrencilerin meslek seçiminde birinci sırada tercih ettikleri değer; mesleğin toplumda saygı duyulan bir yerinin olması, ikinci sırada ise mesleğin iyi geliri ve yüksek hayat standartları sağlama önceliğinin olması şeklinde görüş belirtmişlerdir.

The concept of identity is described as a set of characteristics that an individual or a group of individuals possess and what makes them unique and different from others. In other words, identity is about culture, social life, traditions and customs as well as attitude, perception and a belief system of people. The identity which is unique to a particular nation and brings together individuals with feelings of belonging to a particular community is called a national identity. National identity is the expression of belonging to a national culture. The National Identity Perception Scale developed by Gelisli was used to collect the data. Descriptive analyses (mean and standard deviation), Mann–Whitney U test and Kruskal–Wallis H test were performed to analyse the data. The results revealed that secondary and high school students possessed a high level of national identity. Moreover, it was found that gender influenced the students’ perceptions of national identity. Keywords: Identity, national identity, national culture.

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.

This study aimed to explore the relationship between L2 motivational self-system (ideal L2 self and ought to L2 self) and intercultural communicative competence (ICC) among pre-service teachers of English in Kazakhstan. Moreover, the predicting effect of ought to self and ideal self on participants ICC was examined. Quantitative methods of data analysis were used to analyse the data. The ICC scale developed by the researcher and L2 motivational self-system scale developed by Taguchi, Magid and Papi were used to collect the data. The data were collected from 307 major student-teachers’ of English language teaching departments from Akhmet Yassawi and Auezov South Kazahstan State Universities. Descriptive analyses (means, standard deviations), Mann–Whitney U test, one-way analysis of variance, Kruskal–Wallis H test, Spearman rank-order correlation coefficient and regression analysis were performed to analyse the data. Keywords: ICC, L2 motivational self-system, pre-service English teachers.