The present study examines the development of sociocultural competence (SCC) among Kazakhstani pre-service English language teachers within the framework of a targeted pedagogical intervention. Against the backdrop of ongoing educational modernisation and increased global engagement in Kazakhstan, developing SCC among pre-service English teachers has become a critical professional requirement. The study implements an SCC-focused curriculum in English language teaching and evaluates its effectiveness in developing the components of SCC, as well as the statistical relationships among those components over time. The study involved 102 students enrolled in the foreign language teacher training program, who were divided into treatment and control groups. Within the quasi-experimental design, a training program was implemented that focused on the development of sociocultural knowledge, awareness, motivational-affective readiness, and cultural adaptability. To assess the effects of the intervention, comparative analysis methods, multivariate analysis of variance, as well as linear mixed-effects models were applied controlling for repeated measurements and interindividual differences between participants. The findings confirm the multicomponent and interrelated nature of SCC and emphasize the importance of integrated pedagogical approaches to its development in the professional training system of pre-service English language teachers.
Gluchshenko et al. (Mon,) studied this question.
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