Study of the Convergence of Formal and Non-formal Foreign Language Training: A Case of Kazakhstani Students
Keywords:
convergent model, formal education, non-formal education, foreign language education, professional communicative competenceAbstract
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.