All posts by aigerimkazhigaliyeva



Many professional development programs were established aimed to improve the professional competence of teachers in order to develop their knowledge, skills which are in line with the requirements of the educational policies. Traditionally, teacher development is viewed as special and short-term events, including workshops, presentations, or courses that teachers follow during their career to update their professional competence (Birman et al., 2000). The successful fulfillment of the language-in-education policy directly depends on the competence of teachers. Professional competence of teachers plays an important role in their learning process and teaching practices.  All over the world, the value of education to the societal and individual success has gradually emerged as new economy which is based on knowledge. As a consequence, most countries have been engaged in intensive reforms of their education systems, and many have focused especially on improving teacher education, recognizing that preparing accomplished teachers who can effectively teach a wide array of learners to high standards is essential to economic and political survival.  For this reason, the Republic of Kazakhstan focuses on the development of the professional development programs of teachers as it is one of the key elements in the implementation of the trilingual policy.

Trilingual education is a key direction of the education system development in Kazakhstan. Based on the State program for the Development of Education and Science of the Republic of Kazakhstan for 2016-2019, the training is implemented within the framework of trilingual education and its goal is to train professionals to teach subjects in schools in English from September 1, 2019 in grades 10-11 (MoES, 2016). Based on the language-in-education policy a number of qualified subject teachers should be increased. There is a need of teachers who are able to teach in English their subject. In case of Kazakhstan it is not easy as there is a lack of teachers who are proficient in English.  The lack of qualified subject teachers who can teach in English because STEM teachers don’t have knowledge of English and English teachers don’t have subject knowledge (as cited in Mehisto, Kambatyrova & Nurseitova, 2014).

For this reason, the government of Kazakhstan takes steps towards the development of the professional teachers training programs. Teachers of mainstream schools are trained by several professional development programs. In particular, subject teachers are being trained at the National Center for Professional Development “Orleu”, at the Centre of Excellence at Nazarbayev University, NIS schools. The focus of the research study will be the Centre of Excellence at Nazarbayev University which has trained 4068 secondary STEM teachers in 2017. The Education Excellence Center runs the PDP for secondary STEM teachers who work at secondary schools. This program is set under the trilingual policy implementation which aim is to improve STEM teachers’ competence of English.

In conclusion, I would like to say that it is important to focus on the PDPs for teachers as it helps to improve teachers’ knowledge skills. The nation building of each country is in the hands of educators. No matter how excellent is the infrastructure, curriculum, teachers are the ones who make the difference in education.

P.S. I was inspired to write this blog as the topic of my research study is “The effectiveness of PDP: STEM teachers’ views”.  If you have any comments, please feel free to write your comments….


Birman, B.F., Desimone, L., Porter, A.C. & Garet, M.S. (2000). Designing professional development that works. Educational Leadership, May 2000, 28- 33.

MoES (Ministry of education and science in Republic of Kazakhstan). (2016). The State Programme for Development of Education and Science in the Republic of Kazakhstan for 2016–2019. Retrieved from:

Mehisto, P., Kambatyrova, A. & Nurseitova, Kh. (2014). Three in one? Trilingualism in policy and educational practice. In D. Bridges (Ed.), Educational reform and internationalization: the case of school reform in Kazakhstan. Cambridge: Cambridge University Press.

Conference Response Vlog: «Values, wellbeing and innovation for the future of education»

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Link to Vlog

This year I had a great opportunity to attend the IX International Research-to-Practice Conference «Values, wellbeing and innovation for the future of education». This conference brought together different people including global leaders in education, policymakers, and practitioners from primary, secondary and higher education. All of the participants had a great opportunity to discuss teaching practices in education which in its turn will help the Republic of Kazakhstan to drive forward new reforms in education.

As a “junior member” of the academic and professional community I was happy to see Pasi Sahlberg, a Finnish educator, scholar. He is a professor from Arizona State University, Yuri Belfali, Head of Early Childhood and Schools, OECD, Phil Lambert, Adjunct Professor, University of Sydney, Carolyn Adams, a director of strategic development and execution. International Baccalaureate, Gordon Neufeld, Director, Neufeld Institute, Tan Oon Seng, a director of the National Institute of Education, Singapore.  This made the conference a stimulating, enjoyable, and valuable. In particular, as a junior member I had an opportunity to make contacts with these well-known researchers in order to pursue my research goals and to inspire myself to learn on-going educational projects.

One of the most interesting, thought provoking, and inspiring speeches was given by Tan Oon Seng who is a director of the National Institute of Education, Singapore. He is also a convener of the World Educational Research Association in the international research network on Teacher Education. The topic of his presentation was Values-set and Competencies of the 21st Century Teacher Professional. This topic is relevant both to my academic and professional interest because I used to work as an English teacher and my current research study is related to teachers’ professional education. The speaker addressed the problem of teachers’ education. I liked his words on education as it is the most important investment in the long haul and the quality of education impacts on nation building, people’s capacity for adaption, value creation, innovation. Teachers need to be in touch with real-world challenges in the society. The ability of educators to use problems creatively is a major aspect of educational innovation (Tan, 2003, p. 74).

“To move into an inventive culture, education and training should look at all kinds of problems and learn from problem solving, whether there are situations in need of improvement, better ways of doing things, closing information gaps, understanding a new phenomenon, or new designs or inventions” (Tan, 2003, p.82). These words inspired me as a professional to think of the teachers’ education from a problem-solving process as it is one of the important cognitive processes in everyday life. It helps us to solve our everyday issues as efficiently and effectively guide learners in the learning process.

I learn some new sources “Teachers educational frontiers International perspectives on policy and practice for building new Teacher competencies”. I think that this source will be useful for my research as I would like to include Singapore in my literature review The speaker justified the significance of the problem by mentioning the 21st century challenges such as developing the 21st century competencies and skills necessary for students to thrive in a fast-changing world, understanding the learning needs of the new generation, teaching in a culturally diverse learning environment.

Overall I would rate it on a scale of 1 to 10 scale as 10. I really liked the way the speaker has presented his ppt. He was very active and tried his best to interest the audience. Eye contact and the slides were concise and informative.

I see a networking potential because my thesis is related to teachers’ professional development training. I had an opportunity to talk to Tan Oon Seng and ask him some questions related to my thesis work. I can apply this theoretical knowledge in my thesis work.

Overall all of the participants had an interesting topics which were related to the current educational reforms in Kazakhstan. However, I would like to give some suggestions to the participants to review their research in terms of the research methods and findings. Finally, local presenters should try not to rely completely on their slides and texts and should focus more on audience as the international experts did. They had a great eye contact with an audience. And didn’t rely on their texts, slides.

As for the venue and facilities I would rate on a scale of 1 to 10 as 10. The conference was held in the new Congress hall in Astana which in its turn is a very convenient, comfortable, and modern building. The venue was very convenient for me in terms of its location, its comfort and facilities, and the catering was excellent. I also was surprise to see laptops where people could download all presentations from the conference. I have never seen it before at other conferences.

I would like to express my gratitude to NIS school for organizing such a great conference and for providing us another great learning experience. I would also like to express my gratitude to our instructor Phil Montgomery who inspired us to participate in this conference and gave us a valuable information on how to reflect, evaluate, and effectively give feedback on a conference.

Freakonomics radio “Is Learning a Foreign Language Really worth It?


In this Freakonomics radio “Is Learning a Foreign Language Really worth It?” Stephen Dubner listens to different people, including young learners and adults who explain their values and views on second language learning. In this podcast the creators try to inform and persuade listeners by sharing people’s ideas about the importance of learning a second language at schools and pre-kindergartens. The main idea of this episode is that learning a second language changes people’s brain.  As evidence people share their ideas about bilingual children who have a good memory, prosper in their life, and have a good psychological reaction.

The first episode is about  the young learners at Little Red School House who expresses their positive views on learning a second language by enumerating reasons such as finding a good job, having a good salary, and finally being smarter than those who don’t speak a second language. Another episode with Professor Boaz Keyser tells about some evidence that the foreign language is much less emotional than a native language. As an example he gives a word love and amour. These words identical in meaning but a native English speaker perceives a lot more from the English word rather than the French word in relation to its meaning. Therefore, in his opinion it demonstrates a psychological reaction to the emotional related words.  I think that this study makes sense because if I see a sign which says “Опасно” or “Dangerous”. I would say that I will be more frightened of a word “Опасно” because it is more familiar to me and I associate it with different situations.

Finally, the episode with Albert Saiz, an economist from MIT is about his research findings on the benefits of learning a language in relation to the income. He tells that bilingual graduates earn more that monolinguals. I think that it is true due to the fact that bilinguals have more opportunities to find a better job in different national and international companies.

In conclusion, it was rather easy and interesting to listen to this podcast due to the debate about the different views on learning a foreign language. In my opinion, this episode incorporates arguments, reasons, and evidences by sharing all the information which was listed above. The young learners as well as researchers managed to persuade the listeners about the advantages of learning a second language. I would say that learning a second language stretches our minds, develops our executive function, and helps us to learn a new culture.

How do you think is learning a second language worth it?

My favourite research author






Ofelia Garcia

Being an MA student at Nazarbayev University and doing my thesis work on multilingual education is not an easy task. Writing thesis is such a creative piece of work which helps you discover and investigate different concerns of knowledge. However, it is such an interesting journey to write your thesis work and read bunch of works which were written by different authors. Among them is my favorite author Ofelia Garcia. She is  Professor in the Ph.D. programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York. Her focus of interest is similar to my own research on multilingual practices in higher education. She is a well-known author who works on bilingual education, multilingualism, and language policy. Her works has a focus on the concept of translanguaging, codemixing, codeswitching, bilingualism, language sociology.

Ofelia Garcia is an author of more than 36 works such as Bilingual Community Education and Multilingualism: Beyond Herritage Languages in a Global City (2012), Handbook on Language and Ethnic Identity (2011), and Translanguaging: Language, Bilingualism and Education (2013). These works as well as her other works help me to delve and understand the complex nature of the linguistic practices of monolingual, bilingual, and multilingual students.

Her works inspires me as a researcher to identify some key elements, factors of the multilingual education within the informal and formal context of the educational context in Europe, the USA. Ofelia Garcia presents different programs of bilingual education, looks at current pedagogical and assessment practices. I find it very interesting because she has a good experience in presenting fresh, modern views for policy makers and administrators. Her theoretical framework helps me to find the new alternative ways of multilingual practices within the context of the Kazakhstani multilingual policy such as different global issues, concerns in the framework of her concepts and works. Her works provoke my further interest in doing the research project in bilingual and multilingual educational context in Kazakhstan.

Have you read her works? If yes please feel free to write your feedback…

Be a Better Student. Go Beyond the Curriculum: Keshav Bhatt at TEDx University of Strathclyde (Deconstruction blog)

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This video is a TEDx talk presented by Keshav Bhatt who is a 24 year-old youth coach, speaker and founder of a social enterprise called Revolution Hive. His claim is that the dynamic enterprise (higher education) does not prepare young people for real life that can make them think beyond the average.  Keshav Bhatt believes that higher education is no longer able to develop the social reformers we once knew, and that there is a gap between what you pay for and what you really get out of university. By taking education into one’s own hands and understanding the core of what needs to be changed is what he envisions will spawn the leaders of tomorrow. Using real life examples, he explains how the university curriculum diminishes our critical thinking skills.

His opinion is based on his own experience and following his advice may not give the same outcomes. The intended audience is university students at the age 18-23 as he wants to persuade them to persuade the education of freedom which comes from students intellectual beliefs.  His tone makes him appear to be looking down on the entire higher education system which cannot meet the social needs of the World.

Keshav Bhatt is very straight to the point. He states his opinion towards the educational system at universities. He gives examples on the failing, incomplete system of education at universities and answers the questions “How to understand this system?” “What is missing in curriculum?” He felt at the pinnacle of his education that something is missing. He states that the higher education needs to be more resourceful, curriculum does not exist and educational institutions do not create the social reformers. He states that people should challenge not to conform to the formal education. However, he looks a bit unconfident and that makes him difficult to watch as he constantly moves his arms, legs. He talks a little bit too fast which makes his speech unclear and causes distraction. As a hook into his presentation, he asks, “How to find answers to the real life questions?”, “How to become mentally strong?”

Keshav tells stories, examples to show why he is qualified to be explaining this topic. However, his claims and arguments are based on his personal experience. He worked in Barcelona, Bangladesh as a volunteer. He states that the quarter life crisis consists of the civic and the personal parts. People tend to be more civic minded.  30 % of students spent their free time volunteering in the UK. People are struggling paying for the universities. Civic includes pollution, conflicts, HIV, AIDS, resource crisis. He tells that education does not address these things. Education should include 3 qualities such as drawing out the natural resources, act like great equalizer, and liberate people and others (critical thinking skills). Instead, he believes that formal education is just the peel of the fruit and we should squeeze that juice out.  It’s time for responsibility and it comes from the students’ intellectual skills. We should trigger different parts of the brain by working hard.

I enjoyed watching it and I agree that the university curriculum should be reviewed and include some of the real life topics and skills. I believe that universities should offer a more rounded curriculum, less focused on the facts and more on developing individual, critical thinking skills.

What is Blended Learning?


Blended learning is a combination of e-learning and the traditional on-site learning in a classroom. Learners have more or less fixed schedule to attend some of the classes at the educational institution and for the rest; they can make their own schedule. Students can attend the rest of the classes and complete their assignments online.

It is a student-centered approach which builds up a productive learning experience for learners who can interact with the instructors, students, and with content through integration of face-to-face and online environments (Garrison & Kanuka, 2004). It incorporates, builds and creates new materials, content, and activities in the classroom by a variety of modes such as traditional lectures and online tutorials. Blended learning can come in numerous shapes and sizes.  According to Masie (2002), blended learning can be of different models such as:


  • Online: Instruction occurs via an online platform, with periodic face-to-face meetings.
  • Rotation: Student rotates between self-paced online learning and face-to-face instruction.
  • Flex: Most instruction is delivered online, with teachers providing as needed support in small-group settings.
  • Personalized blend: Teacher designs face-to-face learning options. Learning is the constant and time is the variable.
  • Online lab: Instructions takes place in a  lab. Delivered by an online teacher.
  • Self-blend: Students take online courses to supplement their tradition schools face to face course catalogue.
  • Face-to-face: Teacher face-to-face instruction, supplemented with technology in the classroom or computer lab.

These multiple modals of blended learning in contrast to teacher-centered approach, provide different ways to access content. A blended approach gives learners the opportunity to become more responsible for their learning, which creates a meaningful learning on an individual level. Learners construct knowledge through personal efforts, demonstrate a thorough understanding beyond memorization, and transfer what they have learnt to new settings (Massie, 2002). Blended learning clearly brings more engaged students, motivates students for a deeper learning, and finally  extends time for learning new knowledge.

What do you think of blended learning?


Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education7(2), 95-105.

Masie, E. Blended Learning: the magic is in the mix. The ASTD E-Learning Handbook. Edited by: Rossett A. 2002.

What is the role of linguistic imperialism and language in shaping the linguistic human rights?


It is important to analyze and raise the points of linguistic human rights, linguistic imperialism, and the role of language in the Kazakhstan’s context due to diversity of the people of Kazakhstan and the postcolonial past of our country.

I would like to begin with the book which was written by Derrida in 1998 “The monolingualism of the other.” Derrida (1998) has analyzed his relationship to the French language, acculturation as an Algerian with respect to his experience of language acquisition (French, Arabic).  He says that he has no mother-tongue because he grew up in a colonized country speaking and learning French in Algeria. Therefore, he never had a mother-tongue language in relation to his national identity. Therefore, Derrida states that “he only has one language yet it is not his.” He described the issues of multiculturalism, cultural, linguistic identity in the context of colonialism. This book has generated a great discussion among different scholars, including Denise Egea-Kuehne (1999). According to Denise Egea-Kuehne (1999), not all minority groups seek assimilation. Some of them tend to maintain their culture and language to the next generation. However, minorities have to use the dominant language of a country they live in. For instance, Africans in North America have to speak English only. The first African writers were considered as people who did not have enough attributes, qualities of men. It was due to an endless fight for their independence with dictators. Denise Egea-Kuehne (1999) describes the progress of linguistic rights in education, the dominance of English in the USA context. Thus, the American law on linguistic rights is rather vague. On the contrary, the situation in Europe is more systematic in terms of linguistic rights. According to the International Covenant on Civil and Political Rights (1996), linguistic minorities shall not be deprived from their own culture and language.

Gail Prasad (2014) conducted a research on linguistic and cultural identities of children, youth in one of the Canadian schools which supports plurilingualism. Students reflected their feelings, beliefs on languages, and culture through self-portraits where they represented their identities. This helps teachers to identify the students’ plurilingual repertoires. Some students identified themselves as French, German, English speakers, others as Korean, English, French speakers and etc. According to Gail Prasad (2014), the visual methodologies encouraged learners to express themselves without limiting students to communicate in a language.

The Republic of Kazakhstan is a diverse, postcolonial, multilingual country which is currently implementing the new language policy. The diversity of people of Kazakhstan can be seen as a resource which should be supported by the government. In accordance with the Constitution, the Law on Languages, the Law on Education, the government provides and creates favorable conditions to study in all the languages of multiethnic people. Each ethnic group has the right to build its own cultural identity which in a way contributes to the development and the revival of the languages, traditions, and cultures. However, there are some concern regarding graduates of minority schools who must take the entrance examination to university in Kazakh or Russian languages as well as they don’t have an opportunity to study in their native language.  I believe that a greater awareness of minority groups, languages will help stakeholders shape and formulate an adequate language policy to create favorable conditions for minority groups in the Kazakhstani context.


Jacques Derrida, Monolingualism of the Other: Or, The Prosthesis of Origin . Trans. Patrick Mensah. Stanford: Stanford UP, 1998.

Egea-Kuehne (1999) Derrida’s Le Monolinguisme de l’Autre: Linguistic Educational Rights File: Philosophy of Education, 1999

Prasad, G. (2014). “Portraits of Plurilingualism in a French International School in

Toronto: Exploring the role of the visual methods to access students’ representations of

their linguistically diverse identities.” Canadian Journal of Applied Linguistics, 17 (1),




What are the interrelations between language, culture, and literacy practices…?


It is important to analyze and raise the points of plurilingualism and its role in diverse communities. This is relevant for the Kazakhstani context due to the implementation of the trilingual policy. Therefore, i would like to examine the interrelation between languages, cultures, and literacies in the framework of the context of education.

To begin with, the question “What are the interrelations between language, culture, and literacy practices?” has generated a great discussion among different scholars, including Meilan P. Ehlert and  Leannne Boschmar (2014).  On the one hand, Ehlert (2013) introduced the concept of plurilinguals in motion in order to strengthen and acknowledge the multilingual individuals with different linguistic, cultural repertoires. For example, according to Ehlert, this concept PIM strategically enables individuals to use their full cultural and linguistic backgrounds in a multilingual society.

Based on their social experience,a number of learners around the world can be associated with the concept of plurilingualism. According to Moore (2006) and Gajo (2011), bilinguals, plurilinguals, and monolinguals develop languages based on their social experiences. They call it a “plurilingual strategic box” or “plurilingual assets.”(Moore, 2006). These concepts relate to the problem solving approach in the process of language learning. I support the concept that facilitating an accumulation of? “plurilingual assets” in the educational context depends on the educative culture of learners and their experiences as well as on a proper planning of the curricula, including reflection on language learning in a diverse, multicultural classroom environment.

According to Cope and Kalantzis (2000), the challenges and practices of multiliteracies shift from the local to the global perspective,  which in its turn means that learners should be able to discuss ethnic and  regional dialects, and cultural practices, as well as be able to code-switch in the classroom environment (Cope & Kalantzis, 2000).The multiliteracies approach critically refers to the interrelation between cultures, languages, and literacies.  To illustrate how this approach may work in our country, I would like to refer to the example of the implementation of the trilingual policy in Kazakhstan.

The Republic of Kazakhstan is a diverse, multilingual country which is currently working  on the development of  a new language policy. The diversity of learners can be seen as a resource which should be supported by all stakeholders who are involved in the educational practices. Learners as well as practitioners can use their full linguistic repertoire to support the language learning process by creating a dialogue as a learning platform aimed to develop the language learning process as well as a cultural exchange model to broaden knowledge and resources. For instance, language does not merely mean the use of words: words reflect the history, culture, and beliefs of a certain nation. Therefore, I would also like to refer to the critical examination and challenge of the content of different texts and discourses in the framework of building on the literacy learning theory  These could also bring diverse learners to literacy practices in the socio-cultural domains such as journals and magazines, as well as being acquired from community members, family discourses, and digital resources.

To sum up, after analyzing the views shared and differences among the ideas discussed above, I believe that a greater awareness of plurilingualism in motion, i.e., the importance of  language, culture, and literacy in a diverse society will help stakeholders  understand the nature and the importance of plurilingualism in the formulation of a language policy, such as  the trilingual policy in the Kazakhstani context.

What do you think about the integration of  multiliteracies practices (culture, language, literacies) in the classroom?  Is it possible to implement it within trilingual policy in Kazakhstan?



Cope, B. and Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London.

Ehlert, D. (2013). Plurilinguals in Motion. Retrieved from the website of a non-profit group, Multilingual Forum Canada Society (MFCS; ) on April 18, 2014.

Ehlert, M. & Moore, D. (2014-in Press). Plurilingual Youth in Motion: Navigating and Reconfiguring the “Multi” in Languages and Identities – Six Chao Xian Zu [ethnic Korean Chinese] teenagers in Beijing, China, International Journal of Education for Diversities (IJE4D)

Moore, D. (2006). Plurilingualism and Strategic Competence in Context. International Journal of Multilingualism. Vol. 3, No. 2, 125-138.

BLOGS in Education


Most of us think that social media is a way to connect with family, relatives, and friends. However, the use of social media is not just merely a way for online communication. Nowadays the social media resources are rapidly expanding into the educational field. One of the most popular tools which is being used in education is a  blog. Blogs create new opportunities for students to learn, read, and write.

A blog is a way to publish your own thoughts on a topic. It creates an open dialogue among students who write blogs on different topics, read other students’ blogs, and write comments. Learners have a great opportunity to share their ideas, exchange attitudes, and opinions with their groupmates. According to Bortree blogs give students ownership over their own learning and an authentic voice, allowing them to articulate their needs and inform their own learning (Bortree, D.S., 2005).

Blogging gives students an audience for their work. Having such an audience can result in feedback and greatly increase student motivation to do their best work.  Moreover, blogs develop students’ writing skills, research skills as the students learn how to  evaluate, assess  various online resources. I would say that I started to develop my writing habit due to a number of posts, comments. Every other week I should write a blog, two comments on the other blogs which were written by my groupmates to share opinions with each other and to support each other with questions and answers. It makes my writing process more creative as I have an opportunity to choose any topic which interests me.  I review my blogs and try to improve my weaknesses.

While learners write blogs, teachers can monitor the academic progress of students. Teachers create an online platform for students’ evaluation, feedback.  As a result a teacher can identify learners’ needs. A teacher as a facilitator gives learners a chance to access multiple resources, to facilitate connecting with others,and makes learning more engaging, interesting, efficient. I would say that blogs should be used in education because it makes the learning process more creative, engaging, and stimulating!

What is your opinion on blogging? Don’t you think that blogging  has a positive impact on learning?


Bortree, D.S. (2005). Presentation of self on the Web: an ethnographic study of teenage girls’ weblogs. Education, Communication & Information, 5(1), 25-39

Turnitin technology….What does this mean for me as a student?


Turnitin was created in 1997 by iParadigms, LLC. Educational institutions purchase licenses in order to submit writing assignments to the program’s website, which in its turn checks essays for unoriginal content. Universities, colleges, and high schools buy licenses to submit essays to the Turnitin website, which checks students’ written documents for unoriginality.

As a graduate student I have experienced all benefits of Turnitin at NUGSE. It helps me to avoid plagiarism as well as it improves my writing skills. All students have to submit essays to Turnitin at NUGSE. I personally have never experienced it before. Unfortunately, most of the Kazakhstani universities do no use this program. Definitely, this program is important for many students. I did not know what plagiarism is or what might constitute plagiarism but with a help of this program as well as with a help of my instructors, I have learnt the APA rules to avoid plagiarism.This program made me think before i write. I can not easily copy and paste someone’s thoughts…  Usually, i find information, then i process it, cite the authors, write the reference list, and only then i start my  writing journey on the flow of my own thoughts of a topic. This  develops the thread of my thoughts. This is a great experience which gives me an opportunity to create,to  think, and to become a good writer.

Turnitin program also helps our instructors to provide a valuable feedback on our writing assignments. It’s a great pleasure to receive automatically constructive feedbacks which helps me to see, understand my mistakes and to avoid these mistakes in the next writing assignments. These feedbacks improve my understanding of writing.

I strongly believe that Turnitin will be used by all universities in Kazakhstanas it helps to improve writing skills as well as it helps to erase a habit to plagiarize among local students. It will really improve the educational system at universities, schools, colleges. Students will not copy, paste and will start work on their own…

What are your thoughts on Turnitin program ….?