Аннотация
This study explored the impact of digital technologies on functional literacy and creative speech development among primary school students and their teachers in Kazakhstan. Using a convergent mixed-methods design, the 10-week intervention was implemented in four urban schools. In addition to 182 students, eight classroom teachers participated through semi-structured interviews to provide qualitative insights. Experimental classes integrated tools such as Book Creator, ScratchJr, and BalaTili into language lessons, while control groups followed standard instruction. Quantitative analysis showed improvements in functional literacy across narrative comprehension, visual interpretation, and problem-solving. Qualitative results, as indicated by data from the Creative Speech Observation Checklist (CSOC), revealed that students in experimental classrooms employed language more creatively and spoke more spontaneously. Interviews with teachers revealed that digital storytelling and group activities increased students' involvement, confidence, and ability to communicate with one another. The results show that when digital tools are used in strong teaching frameworks, they do more than just deliver information; they also help students think more clearly. Some suggestions include incorporating digital literacy standards into the national curriculum, investing in one-to-one device programs, and providing teachers with additional professional development opportunities.