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The Impact of Computer-supported Collaborative Learning on the Development of Communication Skills in Primary School Students

Zhuldyzay AmanzholovaDepartment of Primary Education, Abai Kazakh National Pedagogical University, Almaty, KazakhstanAziya ZhumabayevaDepartment of Primary Education, Abai Kazakh National Pedagogical University, Almaty, KazakhstanMeirgul OspanbekovaDepartament of the Educational Program of Pedagogy and Methods of Primary Education, Arkalyk Pedagogical University named after Ybyray Altynsarin, Arkalyk, KazakhstanSakhipzhamal UzakbayevaDepartment of Pedagogy and Psychology, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, KazakhstanKamolakhon AbrorkhonovaDepartment of “Primary Education Pedagogy”, Nizami Tashkent State Pedagogical University, Tashkent, UzbekistanAskarbek KussainovDepartment of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

2026

Ochiq kirishOlmos

Litsenziya: cc-by

ABI

Annotatsiya

The modernization of primary education in Kazakhstan, driven by digital transformation, requires the effective development of Primary School Learners’ (PSLs) Communication Skills (CS). Traditional teaching methods and the limited use of Interactive Digital Instructional Strategies (IDIS) constrain opportunities to foster CS, and empirical evidence on the impact of Computer-Supported Collaborative Learning (CSCL) remains scarce. This study evaluated the effectiveness of CSCL in developing PSLs’ CS using a quasi-experimental design with 124 Grade 4 students at Y. Altynsarin School-Gymnasium No. 65 in Shymkent. Over eight weeks, the Experimental Group (EG) engaged in CSCL-based learning, while the Control Group (CG) followed traditional instruction. The results showed that CSCL significantly enhanced overall CS, including structured collaboration, dialogic communication, and shared knowledge construction. These findings highlight the value of CSCL for primary teacher education and support the integration of digital collaborative technologies in multilingual classroom contexts.

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Identifikatorlar

DOI: 10.18178/ijiet.2026.16.9.2701

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