Effects of Language Learning Strategies on Teaching Toponyms and Folk Geography Terms in Kazakh and Nogai Languages

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.