Аңдатпа
Introduction Young learners require repeated exposure, active participation, and sufficient time-on-task to develop vocabulary and oral language competence in Kazakh and Russian. Traditional primary classrooms, however, may not provide every pupil with frequent vocabulary repetition, immediate feedback, and equal opportunities for oral participation. This study examined the short-term effectiveness of the BalaTalk digital learning platform as a supplementary tool for language practice among third-grade pupils in Kazakhstan. Methods A quasi-experimental pre-test/post-test control group design was employed with 75 pupils from six intact classes across three schools. The intervention lasted one school week. Pupils in the experimental group used BalaTalk for 15-20 minutes per day during regular lessons, whereas pupils in the control group received traditional instruction without the platform. The assessed outcomes included vocabulary performance, oral speaking task performance evaluated using an analytical speaking rubric, and behavioral engagement operationalized as time-on-task. Teacher questionnaire responses and written parent feedback were collected as supplementary qualitative evidence. Results Compared with the control group, the experimental group demonstrated larger immediate gains in vocabulary performance, oral speaking task performance, and time-on-task. Teacher and parent feedback also indicated increased pupil interest, greater willingness to repeat words, and more active participation in short language-learning tasks. Discussion The findings suggest that short, multimodal, teacher-guided digital microtasks may facilitate immediate lexical activation, oral participation, and behavioral engagement in primary language classrooms. The study contributes to digital language learning research by examining a locally developed platform in a Kazakh-Russian bilingual school context and by integrating vocabulary, oral task performance, and time-on-task within a single classroom-based intervention. However, because the intervention lasted only one week and intact classes were assigned to the study conditions, the findings should be interpreted as exploratory evidence of short-term effectiveness rather than proof of sustained language development.