МУЛЬТИМЕДИЯЛЫҚ ҚҰРАЛДАР АРҚЫЛЫ ҚАЗІРГІ ҚАЗАҚ ӘҢГІМЕЛЕРІН ОҚЫТУДЫҢ ЕРЕКШЕЛІГІ

Abstract

There is a challenge in literature classes that seems simple at first glance: students read a text but do not always enter its deeper artistic layer. This is particularly evident when teaching the contemporary Kazakh short story. Although brief in length, the genre is meaning-dense, detail-rich, and psychologically intricate. Within one or two pages, a story may simultaneously convey a character’s inner state, a social background, national and cultural markers, a “silent” conflict, and an implicit authorial stance. Therefore, teaching contemporary Kazakh short stories cannot be limited to assigning a text and checking content comprehension. The central issue is how to guide learners into the text: what supports prompt reflection, and at what point visual, auditory, or interactive elements genuinely facilitate understanding. The article treats multimedia tools not as decorative add-ons but as specific didactic mechanisms for working with literary texts. It argues that presentations, audio fragments, video materials, visual schemes, interactive platforms, and digital storytelling serve different classroom functions: they help students grasp text structure, sense atmosphere, articulate responses, and develop creative interpretation. At the same time, a methodological risk is emphasized: when multimedia begins to displace the text itself, literary analysis can devolve into an externally driven impression. Thus, the article addresses not only the potential of multimedia integration, but also its limits, dosage, and methodological risks. The main conclusion is that multimedia is effective only when it does not replace the text, but repeatedly returns students to it, deepening their reading and interpretive engagement.