International Journal of Language and Literary Studies

Volume 4, Issue 1, 2022

Homepage : http://ijlls.org/index.php/ijlls

Teaching Creative Writing as a Strategy of Cognitive Activity

Rakhmanbergenova Yekaterina
Pavlodar Pedagogical University, Pavlodar, Kazakhstan
katerakhman@gmail.com

Kulakhmetova Mergul
Pavlodar Pedagogical University, Pavlodar, Kazakhstan

DOI: http://doi.org/ 10.36892/ijlls.v4i1.841

Received: Abstract
06/03/2022 Issues surrounding creative writing have become increasingly significant in
recent years, fueled by the benefits provided by the Internet and the needs of
Accepted:
12/03/2022
remote learning caused by an isolation period. The English language is a
discipline to learn and a tool to study other subjects through reading and
analysing short or extended texts. This way, students perceive ready knowledge,
Keywords: then they enhance their higher order cognitive skills: and evaluation of the
creative writing, events and discoveries and create their own texts, articles, essays, research
cognitive activity, papers. As English is accepted as a language of communication, science and of
analysis, synthesis, the Internet all over the world so writing in English provides students with
texts, essays, training physical evidence of their achievements. They share their understanding of
course, creativity . different scientific phenomena and deepen their knowledge in certain fields.
Writing takes more time and is not so attractive practice to use in class, as it is
considered to be a “quite” activity. The authors suggest the approaches to use
creative writing as a crucial strategy of cognitive performance, as it covers
many of the learning objectives: distant communication, sharing ideas and
opinion, using appropriate grammar, vocabulary, register, style, ability to
write, structure and edit the texts for various purposes.

1. INTRODUCTION
In the past few years, there have been a lot of discussions about the need to teach writing at
secondary school, along with other types of speech activities. It is obvious that written speech
ceases to play only an auxiliary role in teaching a foreign language. In the new standard of
secondary (complete) general education in a foreign language, along with the ability to fill out
a form, a questionnaire, sign a postcard, write a letter, summarize the content of what has been
read, students are required to be able to “write about facts and events of their lives, expressing
their opinion, judgments and feelings; write with minimal support about real and imaginary
past events, activities and experiences on a growing range of familiar general topics and some
curricular topics (SPE, 2017). Thus, the teacher must prepare students to create written
messages with a very different functional and communicative orientation, content,
compositional structure and linguistic form.
The researchers note that in spite of the difficulties of writing, it is of utmost importance that
learners achieve competence in this area. “Writing provides the ability to articulate ideas, argue
opinions, and synthesize multiple perspectives, it is essential to communicating persuasively
with others, including teachers, peers, colleagues, coworkers, and the community.”
(Crowhurst, 1990).
Competent writing is an indicator of the high level of development, mindset, outlook and
quality education. Creative writing skills can be attributed to skills that will be helpful lifelong.

International Journal of Language and Literary Studies 273

Classroom Discourse Analysis: A Case of ESL Reading Class

Nowadays when recruiting, the employers give preference to those candidates who are able to
express their thoughts competently in an essay, reason logically, offer original solutions to
problems. Language choices regarding syntax and word selection serve to reflect sophistication
of linguistic skills, the writer’s competence, and even socioeconomic status (McNamara,
Crossley, & McCarthy, 2011, p. 63).
Nevertheless, it has to be noted that in the existing teaching materials, this aspect of learning a
foreign language is not paid enough attention to; often in addition to the topic the textbook
offers a sample of an essay in the end of the unit.
Pamela Rausch emphasizes that the two productive language domains -speaking and
writing- should be taught in interaction, without separating them, as it happens traditionally.
The researcher also insists that systematic instruction is essential: “…purposeful instruction of
speaking appears to be transferable, also benefiting English learners’ writing skills. However,
while students are able to transfer skills relating to critical analysis and organization, they will
need additional instruction on skills, such as spelling and other conventions, which are
exclusive to writing.” (Rausch, 2015)
Taking into account the finding, described above and also students’ age, level of language
proficiency, learning style the teacher has to look for ways to solve the problem independently,
seek for answers to questions, first of all - how to organize the educational process where each
student is an active participant and does not just put letters into words, words into sentences,
does not just write a plain answer to the topic set, but tries to find appropriate means of
expressing their own thoughts and ideas.
The school learning process changed in accordance with the demands of the society, as
well as its goals and objectives (Saeed et al., 2021). In particular, the practical goal of teaching
was transformed from teaching a foreign language as a formal school subject to teaching
foreign language skills, then to teaching a foreign language speech activity and finally to
teaching a foreign language communication. However, as the main contradiction of the modern
stage can be considered the fact that the proclaimed practical (communicative) objectives of
learning, implying mastering a foreign language as a means of communication, in most cases
are not implemented in practice, since the current formal speech approach is aimed mainly at
achieving pre-communicative results of teaching. In this case it is the formation of language
and speech competence of students which provides understanding patterns and the ability to
construct statements by analogy. The achievements of the students are estimated on Criteria-
based assessment system: formative – during the learning process and summative – at the end
of the learning period. In our schools the summative assessment takes place when the students
finish learning a unit (a module) of their textbooks and at the end of the term. According to the
official English language course program, the assessment test for the term should include the
tasks in listening, reading, writing and speaking (SPE, 2017; Razak et al., 2020). Analyzing the
results of the term tests it is often noted that the most mistakes are made in creative writing
tasks. This has become a topical issue that needs to be solved as early as possible, as it might
develop into a permanent disadvantage that will hinder students to achieve their objectives in
the future.
The current research is focused on teaching creative writing. The purpose is to highlight
that creative writing should be specially trained. Firstly, it is relevant to use the opportunities
provided by the Internet: e-mail correspondence, participation in distance competitions, IELTS
or TOEFL international exams, where writing an essay is one of the crucial points for defining
the level of language proficiency. Secondly, a developed written text provides a well-prepared
oral speech. Thirdly, the ability to formulate written texts for various purposes in an appropriate
way is an indicator of functional literacy, since students apply the gained knowledge in
practice.
The communicative competence is integrative and includes several components:
communication skills in speaking, listening, reading and writing; linguistic knowledge and

International Journal of Language and Literary Studies 274

 Volume 4, Issue 1, 2022
skills to use it for the generating and recognizing information; linguistic knowledge and country
study provide a socio-cultural background, without which the formation of communicative
competence is impossible.
Writing proficiency allows using the knowledge of a foreign language, being outside the
linguistic environment, communicating with native speakers using modern means of
communication. The ability to write personal and formal letters, the need to fill out
questionnaires, document forms, etc. motivates students to master written communication in
the target language.
The issues of teaching creative writing are extremely relevant to the schools of our
country. The significance of the topic of this work is determined by the growth of requirements
for the written language of students; great potential of creative writing to increase the level of
language proficiency; a lack of developed systems of exercises for teaching creative writing.

2. Experimental
In our research, we pay attention to teaching creative writing which needs to be taught
specifically. Firstly, it is relevant in the spot of opportunities provided by the Internet:
electronic correspondence, participation in remote competitions and IELTS testing, where
writing an essay is one of the essential points of determining the level of language proficiency.
Secondly, a well-developed written text provides a well-sounding oral speech. Thirdly, the
ability to formalize written texts for various purposes in a proper way is an indicator of
functional literacy, as students apply their knowledge in practice.
The value of academic, particularly analytic, writing is evident through the assignments
assigned across disciplines (Rausch, 2015). Considered a central aspect of western education,
analytic writing makes up a vital aspect of writing assignments assigned to students and serves
to elicit demonstration of competence in both writing and content (Cowhurst, 1990).
Cambridge Dictionary defines the word “writing” as “a person’s style of writing with a
pen on paper that can be recognized as their own; something that has been written or printed;
a person’s style of creating stories, poems, texts; activity of creating stories, poems,
articles.(Cambridge Dictionary, 2022)
As a linguistic term “writing’ refers to a complex speech skill, “an additional means of
communication to the sound speech with help of graphic signs it allows recording speech to
transmit it over distances, to preserve it in time” (Akhmanova, 1966). This definition reflects
two sides of writing: writing as a productive activity (to record speech for its transmission) and
writing as a result of this activity –“works”, that is, texts intended for reading by others.
The historical importance of writing has always been emphasized by both linguists and
historians. People who could write were appreciated in all periods of the human history as they
saved invaluable information about different epochs, events and outstanding personalities.
Writers possessed the ability to capture their thoughts, biographies and speeches.
Nowadays the school education provides the children with basic knowledge and skills to
read and write which they use along their life.
The fact that each age corresponds to a level of physical, mental and social development
is well known. It is obvious that students use acquired skills in various ways according to their
age. It is important for the teacher to know these features and take them into account and
purposefully use them to maximize the possibilities and comprehensive development of
students abilities.
The secondary school age covers the period from 11 to 17 years. It is considered a
transitional age from childhood to adolescence. During this period, there is an active process
of spiritual and physical maturation, restructuring of the organism. This age is especially
favorable for pedagogical stimulation and elaboration of self-awareness, self-education.
Adolescence is characterized by the ability to creative imagination and fantasy. The logic
of judgments, generalizations and conclusions is gradually increasing. However studying the
IELTS results taken by our students it was found out that the average score in writing is 5,5. In

International Journal of Language and Literary Studies 275

Classroom Discourse Analysis: A Case of ESL Reading Class

comparison to reading – 7, 5; to speaking – 8; to listening – 8,5, writing results look quite low.
This way the problem was identified and we made an attempt to search for effective solutions
how to improve students’ writing skills.
To determine the causes of the low results in writing tasks a survey was conducted among
the students. The research revealed the following reasons: the students could not generate new
ideas to the given assignments; they did not manage to organize the ideas in their essays; they
did not know the structures of different kinds of essays or letters, they did not have appropriate
vocabulary to do the tasks, they failed to do the writing tasks because of time limit. The most
students confessed that they felt unsure while writing messages to their pen-friends in the
Internet because of the possible mistakes.
Currently, the problem of creativity is one of the most alarming issues in modern
psychology and is so relevant today that D.B. Bogoyavlenskaya calls it "the problem of the
century" (Bogoyavlenskaya, 2002)
“Stress is a well-known creativity killer”, stated psychologist Robert Epstein, PhD. He
added time as constraints that can do harm the inspiration of even the most imaginative
students. He is sure that many constraints are detrimental to creative expression. (Epstein,
2000).
A Kazakhstani methodologist and educator S.S. Kunanbayeva underlined that “With the
development of competency-based education, the field of pedagogy began to work on the
system of characteristic features and its educational process was defined as an environment
where individuals are prepared for continuous independent learning. The fundamental defining
features of “competency-based education” were also established:
- student/personality-centred learning; allowing students to select courses based on their
interests;
- The development of creative thought; the use of creativity and non-standard means for
problem-solving;
- an orientation towards individual self-development, the acknowledgement of the
uniqueness of each individual personality, creative self-development etc.” (Kunanbayeva,
2013, p. 103).
In the well-known Bloom’s pyramid of educational objectives, the concept “Evaluation”
stands at the top. While studying research materials on the distance courses “Shaping teaching
English” (https://coe.uoregon.edu/cds/files/2020 ) provided by the University of Oregon (the
USA) we found a revised version of this pyramid, where the concept "Creativity" is placed at
the pinnacle (Anderson, Krathwohl, Bloom, 2001) It means that creativity and creative thinking
are referred to strategic skills now. Indeed, the ability to analyze and evaluate their knowledge
is important for students, but it is more significant to be able to build new ideas for new
situations, consider things from a fresh perspective and different points of view, applying
knowledge in practice, and here creativity turns up as the most crucial skill.

Picture 1. Retrieved from https://coe.uoregon.edu/cds/files/2020/04/Blooms-Revised-

Question-Frames.pdf

International Journal of Language and Literary Studies 276

 Volume 4, Issue 1, 2022

3. RESULTS AND DISCUSSION

Writing is more difficult than speaking. Teaching students to write English creatively is
one of the main tasks. The main objective is to enhance the large spectrum of skills, which help
the students create their own texts. When trying to involve the students into different writing
activities we faced a contradiction: on the one hand the students understand the usefulness of
the creative writing but on the other hand even advanced learners are reluctant to do writing
tasks on the regular lessons, as they expect that their work will be assessed and may get low
grades because of the grammar or spelling mistakes. Based on the given above reasons, as the
first stage of the solution of the problem we compiled a special course program, that suggests
to include an additional lesson to the school learning plan.
Before developing the course, we need to consider the concept “Creativity”, as well as
what creative abilities are and, importantly, consider the mechanisms of creativity.
Creativity is a complex form of human activity, involving the mobilization of knowledge,
skills, life experience, spiritual and physical forces and generating something qualitatively new,
unique, original, distinguished by socio-historical originality. The psychology of creativity is
a field of knowledge that studies how people create something new, original in various fields
of activity.
The ability to create is a distinctive feature, due to which people live in the unity with
nature, create without harming, contribute without destroying. Psychologists and educators
have come to the conclusion that the early development of creativity at a younger age is the
key to future success.
The course “Teaching creative writing” differs from the traditional courses that help the
students to write fiction or poetry, it is designed to provide students with the basic preparation
for further successful mastery of communicative competencies, in particular the skills of
written communication and expression of intentions in a productive form, which will have a
positive impact on expanding vocabulary and improving language skills in general.
The course ensures the development of students' skills to write essays, compose texts and
messages for various purposes; it helps to solve the described challenges involving not only
knowledge of grammar and vocabulary, but also their conscious application.
As it was stated above, creativity plays a huge role in teaching a foreign language. Having
no natural language environment, students can find it in written communication with real native
speakers and English learners around the world. As the German and American scientist Erich
Fromm wrote “The creative attitude requires the capacity to be puzzled, the ability to
concentrate, the ability to experience oneself as the initiator of ideas and actions, the ability to
find solutions in non-standard situations, it is a focus on discovering new things, it is an ability
to deeply understand own experience”… He also insisted that “… creativity does not refer to
a quality which particularly gifted persons or artists could achieve, but to an attitude which
every human being should and can achieve“.(Fromm, 1959)
Table 1. The mechanisms of creativity: (according to Erich Fromm)
Mechanism Characteristic
Fluency of thought the number of ideas that arise per unit of time
Flexibility of the ability to quickly and effortlessly switch from one idea to
thought another, to see that the information received in one context can be
used in another one
Originality The ability to generate ideas, paradoxical, unexpected solutions that
differ from the generally accepted. It is associated with a holistic
vision of all the connections and dependencies that are invisible
during sequential logical analysis

International Journal of Language and Literary Studies 277

Classroom Discourse Analysis: A Case of ESL Reading Class

Inquisitiveness the ability to be surprised, curiosity and openness to everything new,

desire to learn something new
Precision the ability to improve or give a logical conclusion to the creative
product
Courage The ability to make a decision in a situation of uncertainty, not to be
afraid of own conclusions and entrust them to the end, risking
personal success and reputation.

Fredricka Reisman scrutinized the creativity from different points: as a process, a product,
a personality, environment and a technology. The researcher raises two very essential
questions: if creativity can be taught and if creativity can be measured. (Reisman, 2013).
Guilford argued that creativity is a continuous trait in all people, and that those individuals with
recognized creative talent simply have “more of what all of us have” (Guilford, 1950, p. 446).
As any learning activity writing needs assessment, and this involves gathering, organizing,
analyzing, and interpreting data. These data might be either qualitative or quantitative.
Qualitative refers to information based on observation, biographical information, special
records, or other similar efforts to view the subjects. Quantitative data analysis can estimate
numerical scores or results, such as number of words, number of used structures, time spent for
delivering the assignment, checklists, and self-report inventories.
Teachers, program coordinators, administrators, counselors, talent managers or
researchers who are concerned with such questions as, “What assessment tools are available to
assist in recognizing creativity in students…?” or “How might we evaluate and compare
various ways of assessing creativity?” are often posed, especially by those interested in
studying creativity and concerned with identifying creative talent or evaluating the
effectiveness of program goals involving creativity(Reisman, 2013).
As one of the main conditions of the course it is suggested avoiding summative
assessment, since traditional assessment often inhibits creativity. Students are afraid of
mistakes that will cause poor grades, and therefore often do not fully disclose their abilities. It
would be more effective to use formative assessment, to provide the students with constructive
feedbacks, informal and individual. (Anderson, Krathwohl, Bloom, 2001). The results of the
assessment of one student should be analyzed and compared only with data of this student in
the beginning and in the end of the course not with data of the students in a group.
Thus, through the use of various methods and techniques, the course is aimed at
developing the mechanisms of creativity in students.
Objectives of the course:
➢ Mastering communicative competencies, in particular the skills of written communication
and the abilities to express intentions in a productive way, which will have a positive impact
on further work and enhancement language proficiency.
➢ formation concepts about the stylistic means and the modern written genres;
➢ development (or improvement) of students' creative writing skills, abilities to give
information in the texts with a certain volume;
➢ understanding the increasing importance of using a foreign language;
Project tasks:
• to reveal the ideological significance of a foreign language,
• to deepen understanding of the role and place of a foreign language in various fields of
human activity;
• to give sufficient knowledge on the basis of written communication in a foreign language;
• to form the foreign language skills, both oral and written;
• to promote the development of critical thinking;
• to develop the skills of autonomous work with textbooks and other literature in a foreign
language;

International Journal of Language and Literary Studies 278

 Volume 4, Issue 1, 2022

• to improve the abilities of to conduct personal and business correspondence

• to teach writing texts of various genres: letters, resumes, stories, essays etc. on given
topics;
• To develop the abilities to analyses and use socio-cultural material when communicating
with peers, teachers, native speakers in social networks.
At the end of the course the students will
❖ know the means and genres of writing, their components and functions;
❖ be able to comprehend and generalize the received theoretical knowledge in
practice;
❖ be able to express thoughts and ideas in written form logically, grammatically
correct;
❖ Apply the acquired knowledge of language expressive means for presenting
opinions, reviewing, narrations etc.
❖ Be able to communicate in formal and informal written genres on various topics
of everyday life.
The content of the course includes following topics: Writing styles. Genres. Patterns of
written prose. Keywords. Topic sentences. Paragraph. Writing a plan. Summary. Message.
Essay. Types of letters. Instructions. Advertisement. Free essay. Formal and informal letters.
Giving Advice. Narrative essay. Persuasive essay. Discursive essay. Descriptive story. Review
of an article (a film). Argumentative essay. Application letter. Resume. Report. Scenario.
Project.
The second stage of the course implementation is the compilation of a series of teaching
objectives for different grades with tasks of varying complexity.
As one of the most effective techniques Laxman suggests teaching writing through task-
based instructions which is a communicative setting at the center of the way the curriculum has
been designed and developed. The finding connects with the idea of Ellis (2000) who mentions,
TBLT is on the way the students collaborate to scaffold each other’s attempt to perform
functions that lie outside their individual abilities. In this regard the class is may be divided
into different groups with mixed ability students. The brighter ones help slow learners when
they face difficulties, and they come to teacher for more difficult tasks.(Laxman, 2020). In
support of this statement, Vygotsky (1986) states the real learning when students collaborate
with their peers in pairs and groups. The curriculum of the course and teaching-learning
strategies should address the level, needs, and interests of the students.
The expected results are that students will have the skills of proper writing on the various
topics, will write reviews, essays, articles, original texts, know the rules of formal and informal
correspondence, and compose scenarios for school events.
The course “Teaching Creative writing” was introduced in the classical school #3 for
gifted children of Pavlodar city. After the approval of the methodological commission it was
implemented by the English teachers and involves students from 5 to 11 grades.
By now our students have some positive results: they successfully participate in the
regional and republican level language competitions, where creative writing is presented as one
of the tasks, win in national and international competitions in English, international FLEX
programs and British Council programs, where students also demonstrate their excellent
creative writing skills.

4. CONCLUSIONS
Despite the fact that writing, according to the state educational standard, is the goal of
learning, in fact it is often still considered as a means, and in the theory of learning, the issues
of approaches to teaching writing at school remain undeveloped, which inevitably leads to
insufficient results.

International Journal of Language and Literary Studies 279

Classroom Discourse Analysis: A Case of ESL Reading Class

As English is accepted as a language of communication, science and of the Internet all

over the world so writing in English provides students with physical evidence of their
achievements. They share their understanding of different scientific phenomena and deepen
their knowledge in certain fields. Writing takes more time and is not so attractive practice to
use in class, as it is considered to be a “quite” activity. The specific approaches are suggested
to use creative writing as a crucial strategy of cognitive activity, as it covers many of the
learning objectives: distant communication, sharing ideas and opinion, using appropriate
grammar, vocabulary, register, style, ability to write, structure and edit the texts for various
purposes.
Our practice shows that creative tasks that contribute to the development of learner’s
interest, memory and thinking can provide invaluable assistance to a teacher in teaching
writing.
Having considered the theoretical aspects of teaching writing namely: the concept of
foreign language writing, the goals, approaches, means and content of teaching writing, it can
be concluded that teaching creative writing is inextricably linked with teaching other types of
speech activity. Creative writing helps to preserve and enhance linguistic and factual
knowledge, serves as a reliable tool of thinking, stimulates speaking, listening and reading in
a foreign language.
The promotion of creative writing a means of teaching is connected not only with the
difficulties of this type of speech activity, but also with the linguistic attributes of the graphic
codes of the foreign language studied at school.
Having analyzed the points of view of methodologists and researchers it can be concluded
that the development of students’ ability to express their thoughts in writing can firstly be based
on reproductive exercises, writing texts on samples, using supports and then on productive
assignments, aiming to creation new texts to share own ideas, thoughts, solutions. As a
condition of students’ progress in the course is avoiding summative assessment and applying
different techniques of formative assessment.
As a conclusion, it was approved that the creative tasks are effective, because they make
the learning process engrossing and motivating for students, help to teach writing more
productively. Creative tasks allow developing the mechanisms of creativity, which in turn has
a positive effect on the educational and cognitive process. Undoubtedly, creative tasks should
be based on the subject program and material of a specific methodological complex.

REFERENCES
Akhmanova O.S. Slovar lingvisticheskikh terminov. Dictionary of linguistic terms, Moskva,
1966
Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's taxonomy of educational objectives (Abridged ed.).
New York: Longman.
Bogoyavlenskaya D.B. Psychology of creative abilities: Textbook for students of higher
educational institutions. - M.: Publishing center “Academy”, 2002 -320 p
Crowhurst, M. (1990). Reading/writing relationships: An intervention study. Canadian
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research.
4(193), 193-220.
Epstein, R. (2000). The big book of creativity games. New York: McGraw-Hill.
Fromm, Erich, the Creative Attitude in: H. A. Anderson [Ed.]: Creativity and its Cultivation,
New York 1959, p. 54
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
International Journal of Language and Literary Studies Volume 2, Issue 4, 2020 Homepage
: http://ijlls.org/index.php/ijlls
Journal of Education, 15, 155-172.

International Journal of Language and Literary Studies 280

 Volume 4, Issue 1, 2022
Kunanbayeva S. S. The Modernization Of Foreign Language Education: The Linguocultural-
Communicative Approach Second (EnglishTranslation) Edition Published in United
Kindom Hertforfshire Press, 2013; p.103
Laxman Prasad Bhandari, (2020) Teaching writing through task-based instruction: Exploring
English teachers’ experiences. Article
McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2011). Linguistic features of writing
quality. Written Communication, 27(57), 57-86. doi:10.1177/0741088309351547
Rausch, Pamela, "The Relationship between English Speaking and Writing Proficiency and
Its Implications for Instruction" (2015). Culminating Projects in English. 34.
https://repository.stcloudstate.edu/engl_etds/34
Razak, N. A., Yassin, A. A., & Maasum, T. N. R. T. M. (2020). Formalizing informal CALL
in learning english language skills. In Enhancements and limitations to ICT-based
informal language learning: emerging research and opportunities (pp. 161-182). IGI
Global.
Reisman Fredricka, “Introduction to creativity: process, product, personality, environment &
technology, Creativity Book, 2013
Saeed, M. A., Alharbi, M. A., & Yassin, A. A. (2021). Sustaining Synchronous Interaction
Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA
University. Sustainability, 13(24), 13675.
Subject program “English” for grades 5-9 of the basic secondary education level provided by
Ministry of Science and Education of Kazakhstan
Vygotsky, L. (1986). Thought and language. In A. Kozulin (Ed.). The MIT Press.

https://coe.uoregon.edu/cds/files/2020/04/Blooms-Revised-Question-Frames.pdf

https://dictionary.cambridge.org/us/dictionary/english/writing

AUTHORS' BIO
Rakhmanbergenova Yekaterina (contact person) – master student, Pavlodar
Pedagogical University, Pavlodar, Kazakhstan; an English teacher, a teacher trainer, a head
of Regional English Teachers Association; е-mail: katerakhman@gmail.com , contact phone
87054600324.
Kulakhmetova Mergul – Candidate of Philological Sciences, professor, Pavlodar
Pedagogical University, Pavlodar, Kazakhstan.

International Journal of Language and Literary Studies 281