Intertextuality in Modern Kazakh Prose: Enhancing Cultural Identity and Academic Success in Higher Education

Abstract

This study aims to determine how the Intertext in Modern Kazakh Prose teaching methods applied in second-year university literature courses affect students' academic success and attitudes toward cultural values in literature. The study employed a pre-test-post-test experimental model, incorporating a control group using a quasi-experimental model. The study sample comprised 54 students in the second year of the literature department of a university in Almaty, Kazakhstan. The success of the research groups in Intertext in Modern Kazakh Prose was evaluated, and an attitude scale regarding cultural values in literature was applied. The experimental and control groups received the same test and scale as a post-test after the five-week application period. The IBM SPSS v26 package program was used to perform a Mann-Whitney U Test analysis of the data. The research revealed that intertextual teaching methods effectively developed students' academic achievement and cultural attitudes in higher education. The experimental group exposed to intertextual approaches made significant progress compared to the control group following traditional ones. The results suggest that educators should equip themselves with the necessary theoretical knowledge and practical skills to effectively apply intertextual methods and consider the usability of these methods for cultural awareness through literature. In terms of future research, long-term studies examining the permanent effects of intertextual teaching methods on students' academic and cultural development are recommended.