MOTIVATIONAL DYNAMICS IN DIGITAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS

Abstract

This study addresses the low level of English proficiency among students in Kazakhstan and the need to develop foreign language communicative competence (FLCC) in a digital learning environment within the framework of the trilingual education policy. The research focuses on motivational dynamics among first-year pre-service science teachers engaged in digital foreign language learning. A two-stage survey involved 84 students of O. Zhanibekov South Kazakhstan Pedagogical University and took place in September and November 2024 using a 17-item Likert-scale questionnaire. An integral motivation index was calculated based on mean values. To further examine motivational dynamics, correlation analysis explored the relationship between motivation levels before and after the digital Foreign Language course. Pearson’s correlation coefficient and Spearman’s rank correlation coefficient supported the statistical analysis. The results indicate a high and slightly increasing level of motivation, with the integral motivation index rising from 5.0 to 5.2. Students demonstrated greater awareness of the professional value of English and higher self-assessed language proficiency, while motivation related to homework completion slightly declined. The absence of a statistically significant correlation between pre- and post-course motivation suggests a leveling effect associated with digital instructional practices. The findings highlight the role of digital tools, practice-oriented instruction, and the combination of intrinsic and instrumental motivation in supporting motivational stability and strengthening digital FLCC development among pre-service science teachers.