Convergence of Formal and Non-Formal Foreign Language Education: An Analysis of Prospective Teachers in Terms of Professional Competencies

Abstract

The purpose of this study is to reveal the relationship between the formal and non-formal foreign language education skills of prospective teachers and their professional competency levels. The research was conducted using a descriptive survey model. The sample consists of 273 prospective teachers studying in the first to fourth years of foreign language departments at Karaganda Buketov University in Kazakhstan during the 2024–2025 academic year. Data were collected using the "Professional Competency Scale for Prospective Foreign Language Teachers" and the "Formal and Non-Formal Education Skills Scale." The analysis included the Independent Samples t-Test, F-Test, and Multiple Regression Analysis. The findings showed that formal and integrated education skills were high, while non-formal education skills were moderate. Competency in using teaching methods did not differ significantly by gender, but classroom management, student engagement, and overall professional competency showed significant differences in favor of female students. Formal and integration skills did not differ significantly by gender, whereas non-formal skills did, in favor of male students. Competency in using teaching methods and classroom management did not vary by grade level, while student engagement and overall competency did, in favor of third- and fourth-year students. Formal and non-formal skills together explained about 12.8% of the variance in professional competency. Suggestions were made to explore the nature of this relationship through mixed-method research and different variables.