Technology for Creating a Language Learning Environment for Teaching English

The study aims to examine methods for developing technology to bridge the learning gap between rural and urban schools by adapting to changes in the educational environment and meeting the demands of modern education. It describes the design of a technology and a method for creating a language-focused educational environment based on the factors mentioned. This method uses a structured approach to describe business processes, enabling subject matter experts to present situations as an organized sequence of events while simultaneously detailing objects directly related to the process. The study surveyed 1,926 teachers from urban and rural schools across several regions in Kazakhstan, with an average participant age of 39.9 years. It used a mixed-methods approach, combining quantitative and qualitative analysis, and processed data through MS Excel and Statistica/R software. Data collection was conducted using Google Forms on the Google Cloud Platform. As a result of the research, the authors propose psycho-pedagogical technology "5F" to bridge the learning gap between rural and urban schools. The technology is based on evaluating five functions of building a language educational environment in urban and rural schools. The five functions are "Problem and conflict assessment", "Analysis of the school’s educational system organization", "Development of an action plan", "Implementation of the project solution based on a tutorial", "Marketing of project results". These functions were identified during the decomposition of the language learning environment and its interaction with the external environment. This technology adapts to changes in the educational environment, meets modern education requirements, and effectively identifies and addresses real-world problems and tasks related to language teaching and learning in specific schools. This study also provides insights into the language educational environment in Kazakhstan, highlighting significant disparities between urban and rural schools in assessing language preparation, resource availability, and the integration of technology. The findings of the study demonstrate that reliance on personal test materials rather than standardized assessments raises concerns about the objectivity and validity of language proficiency evaluations.