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Item Open Access ANALYSIS OF STUDENT’S SOCIAL WELFARE AND IT’S IMPACT ON ACADEMIC PERFORMANCE(СДУ хабаршысы - 2019, 2019) Berlikozha B.Abstract. Features of the social status of students are the subjects of scientific interest of many researchers. Various aspects of student life, such as social activity, value system, social reading practices, professional choice, secondary employment and others, are the subjects of scientific interest of many researchers, but in spite of this - the social status of students is investigated to a lesser extent. Its objective indicators are known, and in a historical retrospect they, of course, have changed, but not drastically. The social status of students in the subjective dimension is a very mobile subject of study. The self-assessment of the social status of students reflects public opinion, shapes attitudes towards higher education in society. This actualizes the study of the subjective component of the social status of Kazakh students.Item Open Access The Relationship Between Foreign Language Anxiety and Academic Achievement in an EFL Context(SDU University, 2025) Khassen Zh.This study investigates the relationship between foreign language anxiety (FLA) and academic achievement, measured by GPA, among first-year university students in an English as a Foreign Language (EFL) context in Kazakhstan. Although previous research works have established that high levels of FLA can hinder language performance, its effect on overall academic achievement remains inconclusive, especially in under-researched regions such as Kazakhstan. Grounded in Krashen’s affective filter hypothesis, Tobias’s cognitive processing model, and Horwitz et al. 's theory of FLA, the study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 87 first-year students. Quantitative methods were employed to analyze descriptive statistics and the correlation between FLA and students’ self-reported GPA scores. The findings revealed that the mean anxiety score was 94.33, suggesting moderate to high anxiety levels. However, the Pearson correlation coefficient (r = 0.032, p = 0.766) indicated no statistically significant relationship between students’ FLA and their GPA. This implies that while FLA is prevalent, it does not necessarily predict academic success in a broader educational context. The study contributes to the existing literature by offering original data from Kazakhstani learners and suggests that emotional support in EFL classrooms remains important, even when anxiety does not directly impact GPA.