Abstract:
The study investigates the effect of language learning
strategies in teaching toponyms in Kazakh and Nogai languages on
students' achievement and attitudes. The study was conducted at a
university's literature faculty in Astana, Kazakhstan, during the
academic year 2023-2024, using an experimental research model.
The experimental and control groups of the study consisted of 69
students studying in the 2nd grade at the Kazakh Literature
Department in Astana, Kazakhstan. In the experimental group,
Kazakh and Nogai toponyms were taught using language learning
strategies, while the control group was taught using the lecture
method. Experimental implementations lasted for six weeks in
both groups. The data was collected using the Kazakh Toponymy
Achievement Test, the Nogai Toponymy Achievement Test, and
the Attitude Towards Activities Scale. The results showed that the
experimental group students achieved higher levels of success in
Kazakh and Nogai toponyms and developed positive attitudes
towards the activities compared to their peers in the control group.
Consequently, two recommendations emerged from the findings.
First, teaching programs should be developed for effective
language learning strategies in literature and language classes.
Second, guidebooks and worksheets that exemplify language
learning strategies in Kazakh and Nogai toponym subjects, in
particular, and in literature courses, in general, should be created.
