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Proficiency in English is vital in today’s globalized world. Recognizing this, the Kazakhstani education system emphasizes the importance of converging formal and non-formal learning environments to enhance students’ language competence.  The purpose of this research is to examine the convergence of formal and non-formal foreign language education in Kazakhstan and assess how these environments contribute to students’ language development. The research reveals theoretical and applied issues of the convergence of formal and non-formal foreign language education. A mixed-methods research design was employed. Quantitative data were collected through a structured questionnaire administered to 95 students from Karaganda Research University and Kazakh Agrotechnical Research University. Qualitative data were gathered through open-ended responses and semi-structured interviews. The instruments measured students’ participation in formal courses and non-formal language activities, as well as their perceived competence. Descriptive statistics were used to analyze quantitative data, while qualitative responses were coded thematically. The study culminated in designing and validating a convergent model for developing professional foreign language competence. Findings confirmed that students who combined formal and non-formal language learning showed a significant increase in language proficiency compared to the control group. The results demonstrate that the convergence of formal and non-formal education fosters more effective and sustainable language development. The study contributes to both global and national educational policies and curriculum design by creating a replicable model for developing professional foreign language competence in resource-constrained settings.