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

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dc.contributor.advisorSuescún Giraldo, Claudia Marcela
dc.contributor.authorGranado Rendón, Juan David
dc.contributor.authorRivas Cardona, Luisa Maria
dc.contributor.authorGuzman Cifuentes, Daniel
dc.contributor.authorPalacio Orozco, Mariana
dc.contributor.authorAtehortua Uribe, Daniela
dc.contributor.authorMontes Zapata, Cristian Camilo
dc.date.accessioned2025-10-10T16:09:15Z
dc.date.available2025-10-10T16:09:15Z
dc.date.issued2025
dc.description.abstractThis 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.spa
dc.format.extent22 p.
dc.format.mimetypeapplication/pdf
dc.identifier.citationGranado Rendón, J. D., Rivas Cardona, L. M., Guzman Cifuentes, D., et al. (2025). The impact of formative assessments in EFL adult student’s performance in speaking skills
dc.identifier.urihttps://repository.ucatolicaluisamigo.edu.co/handle/20.500.14.531/6455
dc.language.isoeng
dc.publisherUniversidad Católica Luis Amigo
dc.publisher.facultyEducación y Humanidades
dc.publisher.placeMedellín
dc.publisher.programLicenciatura en Lenguas Extranjeras con énfasis en Inglés (Presencial)
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEvaluationeng
dc.subjectmethodseng
dc.subjectoral expressioneng
dc.subjectadultseng
dc.subjectfeedbackeng
dc.subject.armarca
dc.subject.proposalEvaluaciónspa
dc.subject.proposalMétodosspa
dc.subject.proposalExpresión oralspa
dc.subject.proposalAdultosspa
dc.subject.proposalRetroalimentaciónspa
dc.subject.proposalEvaluationeng
dc.subject.proposalMethodseng
dc.subject.proposalOral expressioneng
dc.subject.proposalAdultseng
dc.subject.proposalFeedbackeng
dc.thesis.grantorUniversidad Católica Luis Amigo
dc.thesis.levelPegrado
dc.thesis.nameLicenciados en lenguas extranjeras con énfasis en Inglés.
dc.titleThe impact of formative assessments in EFL adult student’s performance in speaking skillseng
dc.title.alternativeThe impact of formative assessment on adult foreign language learners, El impacto de la evaluación formativa en estudiantes adultos de lenguas extranjeras
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.localTesis/Trabajo de grado - Monografía - Pregrado
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2

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