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Linguistic personality, in the domain of applied linguistics and discourse analysis, has risen to the form, content and style of a genre in the contemporary linguistic paradigm. It is determined by an individual's language behaviors, inter-cultural interactions, and self-expression, and is shaped by the educational environment. The current study aimed to examine the issues faced by students in developing their linguistic personality in higher education institutions and understand the impact on students' pragmatic self-esteem. The intent of this study was to raise students' awareness about the quality of an individual's speech and word choice, which can help them become more adept at assessing and analyzing their own speaking abilities. A descriptive research design was used in the study, employing cognitive and linguistic analysis along with content and semantic processing of the language data to investigate the linguistic personality and literary impact of the well-known Kazakh author Mukhtar Auezov (1897-1961) on readers. Results made evident many ethnic realia, terms and phrases and images abound in Auezov's literary works. Students must be trained to study literary works and classic writers from their adolescence. This can help preserve literary continuity, foster the growth of future generations, and advance literary excellence. The study's findings will support educational initiatives that teach literature and languages and create efficient methods for developing a language's personality.

In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers working in different primary schools in Kazakhstan. In the study, student-centered education and technology integration competencies of teachers were described and then these variables were compared according to gender and professional seniority variables. "Competency Scale for Student-Centered Education and Teacher Technology Integration Scale" were used to collect the data. Descriptive statistics, independent groups t-test, one-way ANOVA and Regression analysis techniques were used to analyze the data. According to the results obtained, primary school teachers' efficacy levels for student-centered education are at the middle level and their technology integration efficacy levels are below the middle level. Teachers' efficacy levels related to student-centered education showed significant differences according to gender and professional seniority variables. However, primary school teachers' technology integration competencies did not differ according to gender and professional seniority variables. There is a moderate positive relationship between student-centered education and technology integration competencies of primary school teachers. Teachers' student-centered education competencies significantly predict their technology integration competencies.

The introduction of formative assessment to improve students' self-assessment skills was one of the main innovations in Kazakhstan. However, there are issues with the implementation of formative assessment and its introduction. This study aims to examine the impact of the author's formative assessment techniques on students' self-evaluations. One of the methods was experimental work carried out in 2021-2022 at Almaty Secondary School No. 198. This study was carried out using 55 fourth grade students consisting of 27 students in grade four "A" (16 girls and 11 boys) as the experimental group (EG) and 28 students in grade four "B" (18 girls and 10 boys) as the control group (CG). The results identified problems with the introduction and implementation of formative assessments. This highlighted the importance of developing formative assessment strategies to improve students' self-evaluations. Our findings confirm that the identified and methodically substantiated procedures for improving self-assessment in students in primary school may be employed in classes with younger students and in teacher training groups.