Abstract
The purpose of this study is to examine the effect of computer-assisted instruction on the language achievement (Kazakh, English and Russian) and attitudes of university students who will work in general education schools in the future. In line with this purpose, pre-test post-test model with control group was applied in the study. The study group of the research consisted of 64 pre-service teacher university students studying at a university in Astana in the second year of the 2022-2023 academic year. There were 2 groups in the study, one experimental group (n=32) and the other control group (n=32). In the experimental group, computer-assisted instruction in a multimodal education environment and in the control group, traditional instruction was applied. Kazakh, Russian and English language achievement tests and attitude scale towards multilingual education were used to collect the research data. According to the findings of the study, it was found that the students who received computer-assisted instruction achieved higher Kazakh, Russian and English language proficiency compared to their peers who received traditional instruction. In addition, computer-assisted instruction positively affects students' attitudes towards multilingual education. The study sought to identify the risks and prospects for the development and expansion of trilingual education in the Republic of Kazakhstan. In this context, it was observed that the mother tongue outweighs the other languages learned.