Value-Based Language Education: A Classroom-Level Comparison of Linguo-Axiological Awareness and Attitudes Toward National Values

Abstract

This study examined whether two participating 11th-grade classrooms differed in linguo-axiological awareness and attitudes toward national values following a six-week instructional period. The study used a quasi-experimental pretest–posttest control-group design. Sixty-four students from a state school in Kyzylorda Province participated. Two intact classrooms were randomly assigned at the classroom level to the experimental and control conditions; students were not individually randomized. The experimental classroom received a system of linguo-axiological tasks integrating Kazakh linguistic axiology, cultural linguistics, and task-based language teaching, whereas the control classroom continued regular instruction. The Linguo-axiological Awareness Scale and the Attitudes Towards National Values Scale were used for data collection. Student-level ANCOVA models were conducted as exploratory baseline-adjusted comparisons of posttest scores. The experimental classroom showed higher adjusted student-level posttest scores on both outcomes. Because each condition was represented by only one intact classroom, instructional condition and classroom membership could not be completely separated, and the analyses were not interpreted as estimates of a causal intervention effect. Future research should include multiple classrooms per condition, clustering-aware analyses, unfamiliar outcome materials, applied performance tasks, and delayed assessments.