THE ROLE OF FORMATIVE ASSESSMENT IN TEACHING A FOREIGN LANGUAGE

Abstract

Formative assessment has become a central component of modern foreign language teaching, shifting the focus from evaluation of learning to assessment for learning. Unlike summative assessment, which measures outcomes at the end of instruction, formative assessment provides continuous feedback that supports learners’ development throughout the learning process. This article examines the role of formative assessment in enhancing language acquisition, learner autonomy, and classroom interaction. Drawing on theories of second language acquisition, sociocultural theory, and learner-centered pedagogy, the study explores how formative assessment strategies-such as feedback, peer assessment, self-assessment, and ongoing monitoring-contribute to effective language learning. Using an analytical approach based on existing literature, the paper demonstrates that formative assessment improves learners’ motivation, promotes metacognitive awareness, and supports communicative competence. The findings suggest that integrating formative assessment into foreign language teaching leads to more personalized, interactive, and effective learning environments.