THE ROLE OF FORMATIVE ASSESSMENT IN IMPROVING LEARNERS’ ACHIEVEMENT IN ENGLISH LANGUAGE TEACHING

Abstract

Formative assessment (assessment for learning) is widely recognized as a core component of effective English language teaching because it supports continuous monitoring of learners’ progress, provides timely feedback, and enables teachers to adapt instruction to learners’ needs. This article examines how formative assessment practices influence learners’ achievement in English language classrooms by improving engagement, motivation, self-regulated learning, and mastery of language skills. Using a descriptive-analytical approach, the study synthesizes research findings and classroom-based evidence related to formative assessment strategies such as feedback, questioning, rubrics, peer/self-assessment, and short diagnostic checks. The results show that consistent formative assessment increases learners’ language achievement through clearer learning goals, better error correction, stronger learner autonomy, and more targeted instruction. The discussion highlights key conditions for successful implementation: feedback quality, teachers’ assessment literacy, classroom culture, and effective use of assessment data. The paper concludes with practical recommendations for English teachers and institutions.