The impact of formative assessments in EFL adult student’s performance in speaking skills

Abstract

This paper explores the impact of formative assessment on the oral language skills of adult learners of English as a Foreign Language (EFL). The study employs a qualitative case study methodology, which allows for an in-depth analysis of real-life classroom situations where formative assessment is utilized. It draws upon theoretical frameworks that emphasize the significance of continuous feedback and learner engagement in the learning process. The results demonstrate the formative assessment fosters greater learner autonomy, enhances motivation, and significantly improves speaking proficiency among adult EFL students. The findings suggest that integrating formative assessment into language education not only supports individual learning needs but also helps educators refine their instructional strategies to better facilitate language acquisition. Ultimately, this study highlights the transformative potential of formative assessment in enhancing language learning outcomes for adult learners.