This article presents the results of research conducted among first-year students enrolled in a two-year, full-time Master's degree programmes at Pavlodar State University, Republic of Kazakhstan. The aim was to evaluate their readiness to study academic subjects taught in English. Based on the analysis of the research results, it was concluded that transition to teaching and learning in English should be carried out in a gradual manner. It is proposed to use Content and Language Integrated Learning as the most appropriate methodology for the identified level.





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