Tleubay Zh.S., Anafinova M.L.
IDENTIFICATION OF CHARACTERISTICS AND PECULIARITIES OF USING COACHING IN ENGLISH LESSONS *
Аннотация:
the integration of coaching methodologies into English language instruction has become essential for fostering self-regulated learning, motivation, and goal-setting among students. Widely recognized for its non-directive approach, coaching enables students to articulate personalized learning objectives, assess their progress, and enhance problem-solving skills. This research identifies key characteristics and unique aspects of coaching as applied in English lessons, especially within vocational and higher education institutions. By utilizing qualitative and quantitative analyses, the study underscores the effectiveness of coaching in improving student engagement, motivation, and language competencies. Statistical data and comparisons with traditional teaching approaches provide empirical support for coaching’s transformative role in educational practice, with findings indicating substantial growth in both student confidence and academic performance in English.
Ключевые слова:
coaching, English, learning, motivation, innovation, Kazakhstan, acquisition
Introduction. The role of coaching in English language education has garnered considerable interest in recent years. In contrast to traditional teaching methodologies, coaching emphasizes personalized learning, self-assessment, and realistic goal setting. These elements align with modern educational standards, which prioritize lifelong learning competencies and the cultivation of self-efficacy. In vocational and higher education settings, students often struggle with setting achievable language learning goals, overcoming linguistic barriers, and building confidence. The application of coaching addresses these challenges by creating a supportive framework in which students actively participate in their learning journeys [1, p. 57].This study aims to explore the defining characteristics of coaching in English language instruction and examine its effectiveness in promoting student engagement and achievement. Through an extensive analysis of literature from both Kazakh and international perspectives, the study seeks to contribute to the evolving discourse on innovative approaches in language education. Emphasis is placed on empirical data, theoretical foundations, and practical outcomes to establish a comprehensive understanding of coaching’s impact on English language acquisition.Literature Review. The literature surrounding coaching in education is rich, with contributions from scholars across various disciplines. Kazakh researchers such as S.A. Rustamova have focused on self-assessment and self-regulation as crucial components in language education, emphasizing that many students lack clear goals and effective organizational skills [2, p. 34]. The work of G.A. Kitaigorodskaya and I.S. Yakimanskaya further explores these concepts, highlighting the need for methods that integrate personal growth with academic development. In their studies, these authors demonstrate how coaching encourages autonomy and motivation, enabling students to approach language learning with greater self-awareness and resilience [3, p. 41].Internationally, researchers like T.A. Glover, L.A. Reddy, and K. Crouse have provided insight into the effectiveness of instructional coaching in enhancing teacher practices and student achievement. Their findings indicate that coaching significantly improves classroom practices by fostering a reflective approach to learning, allowing students to identify personal challenges and strengths in their language acquisition journey [4, p. 78]. J.G. Kristiansen’s research further supports the use of coaching in educational settings, suggesting that it helps reduce language barriers and builds confidence in language learners [5, p. 95].Research Methodology. The research applied a mixed-method approach, utilizing both qualitative and quantitative methods to comprehensively assess the impact of coaching on English language acquisition. Data were collected from a sample of 80 students in vocational and higher education settings, who were divided into two groups: an experimental group that participated in coaching sessions and a control group that received traditional instruction. The coaching techniques implemented in this study included goal setting, reflective questioning, feedback loops, and self-assessment tools. These methods aimed to enhance students’ self-regulated learning abilities, motivation, and confidence in English. Data were collected through pre- and post-intervention assessments, surveys, and focus group interviews to gauge student engagement, motivation, and performance. The quantitative data were analyzed using statistical software to measure changes in language proficiency and self-regulation levels. Qualitative data, gathered from semi-structured interviews, provided insights into student perceptions of coachings effectiveness.The study used the following specific instruments:Self-Regulation Questionnaire: Assessed students ability to plan, monitor, and evaluate their learning processes.Motivational Survey: Measured intrinsic and extrinsic motivation changes throughout the intervention.English Proficiency Tests: Evaluated language skills, including vocabulary, grammar, and comprehension.Focus Group Discussions: Explored students experiences with coaching, providing qualitative insights into its impact.Results and Discussion. This section presents a detailed analysis of the impact of coaching on students’ self-regulation, language proficiency, engagement in classroom activities, and motivation. The results were measured in comparison to a control group and are based on pre- and post-intervention assessments across multiple metrics. The significant gains observed in the experimental group, attributed to coaching, illustrate the potential of this method to enhance English language learning outcomes.The first area of analysis is self-regulation, which plays a critical role in language acquisition. Table 1 below demonstrates a marked increase in self-regulation scores among the experimental group after the coaching intervention.Table 1. Self-Regulation Scores Pre- and Post-Intervention.As indicated in Table 1, the experimental group achieved a 36% increase in self-regulation scores, while the control group showed only a 7% improvement. This considerable disparity suggests that coaching significantly enhances students’ ability to manage their own learning processes, setting goals and adjusting strategies as needed. These findings align with prior research indicating that self-regulation is essential for effective language learning [6, p. 97].Table 2 outlines the improvements in language proficiency, particularly in vocabulary and grammar, as a result of coaching techniques applied in the experimental group.Table 2. Language Proficiency Gains in Vocabulary and Grammar.The experimental group’s vocabulary proficiency improved by 24%, and grammar proficiency increased by 23%. In contrast, the control group showed marginal improvements of 8% in vocabulary and 6% in grammar. This data reflects the effectiveness of coaching in fostering a more comprehensive understanding of language mechanics, as coaching methods enable students to identify and overcome specific areas of difficulty [7, p. 115].Engagement levels, as measured by participation in classroom activities, further underscore the positive impact of coaching. Table 3 illustrates participation rates across various interactive tasks, highlighting increased involvement among students who underwent coaching.Table 3. Engagement Levels in Classroom Activities.The experimental group exhibited substantially higher participation rates: group discussions increased by 39%, role-plays by 33%, and presentations by 27%. These results suggest that coaching motivates students to engage more actively, as they feel more confident and prepared to contribute to classroom discussions and perform public speaking tasks. In the control group, participation remained relatively stable, indicating that traditional methods do not sufficiently encourage active involvement [8, p. 121].Motivation was measured across intrinsic and extrinsic factors, as shown in Table 4. Coaching had a profound effect on increasing students’ intrinsic motivation, which is critical for language learning.Table 4. Motivational Scores Based on Intrinsic and Extrinsic Factors.As shown, the intrinsic motivation scores in the experimental group increased by 23%, compared to just 2% in the control group. Extrinsic motivation also rose more sharply in the experimental group (20%) than in the control (3%). These findings indicate that coaching not only enhances external motivation through task completion and rewards but also fosters internal motivation, making students more inclined to learn English for personal satisfaction and long-term goals [9, p. 135].Diagram 1 below provides a visual comparison of language proficiency improvements in reading, writing, listening, and speaking skills between the experimental and control groups.Diagram 1. Comparative Language Proficiency Test Scores for Experimental and Control Groups.The diagram clearly illustrates that the experimental group, which engaged in coaching sessions, experienced significant gains across all language skill areas. For example, reading skills improved by 32% in the experimental group, compared to a mere 8% in the control group. Similarly, speaking skills saw a 28% increase, highlighting the value of coaching in promoting oral proficiency and confidence in language use. These results affirm that coaching supports a holistic development of language skills, aligning well with the objectives of English language education [10, p. 141].Conclusion. The findings of this study demonstrate that coaching serves as an effective pedagogical strategy for English language instruction, particularly in enhancing self-regulation, motivation, engagement, and language proficiency. By enabling students to set meaningful goals, receive personalized feedback, and actively participate in their learning, coaching empowers them to take ownership of their language acquisition journey. The substantial improvements observed in the experimental group across all measured aspects underscore the transformative potential of coaching for educational practice.Future research should continue to explore the applications of coaching in different language contexts, especially with larger and more diverse student populations. Additionally, integrating digital tools for online coaching may provide new avenues for expanding access to this impactful learning method.
Номер журнала Вестник науки №11 (80) том 3
Ссылка для цитирования:
Tleubay Zh.S., Anafinova M.L. IDENTIFICATION OF CHARACTERISTICS AND PECULIARITIES OF USING COACHING IN ENGLISH LESSONS // Вестник науки №11 (80) том 3. С. 543 - 550. 2024 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/18753 (дата обращения: 28.04.2025 г.)
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