PEDAGOGICAL EFFECTIVENESS OF TEACHING THE POETRY OF KAZAKH SINGER-POETS THROUGH DIGITAL STORYTELLING

Abstract

The creative legacy of Kazakh singer-poets is of significant value for the spiritual and cultural development of today’s school students. At the same time, it is essential to recognize that learners’ cognitive capacities and modes of perception have substantially evolved in line with contemporary demands. This article investigates the psycholinguistic and pedagogical effectiveness of teaching the poetry of Kazakh singer-poets to upper-secondary students by means of digital storytelling. The study is relevant due to the need to introduce innovative instructional methods within the framework of the updated national curriculum. In Kazakhstan’s general-education programs, the lives and works of nineteenth-century singer-poets constitute a dedicated topic; effective delivery requires the meaningful use of information and communication technologies (ICT), recognition of the learner as the central agent, and the application of active, self-directed learning strategies.

The objective is to substantiate the psycholinguistic and pedagogical effectiveness of digital storytelling for teaching singer-poets’ poetry and to propose a content-methodological model ready for classroom implementation. The study’s novelty lies in designing a coherent model for multimodal re-narration of texts (video essay, documentary short, poetry podcast, animation), together with an assessment rubric and a task map. Methodologically, the research employs a questionnaire survey, a pedagogical experiment, and poetic analysis; digital tools such as Canva, StoryMap, and Adobe Express are integrated. The findings indicate that digital storytelling increases student engagement, enhances creativity and linguistic competence, strengthens the emotional-cognitive dimension of learning, and deepens conceptual understanding of the singer-poets’ ideas. Overall, the study lays the groundwork for the effective use of digital pedagogy in teaching national literature.