FORMATIVE ASSESSMENT TECHNIQUES FOR ENHANCING LEARNER AUTONOMY IN EFL CLASSROOMS

Authors

  • Abduqodirova Shahnozabonu Abdusattor qizi Student of Uzbek National Pedagogical University
  • Abdunazarova Madina Ibrohimjon qizi Student of Uzbek National Pedagogical University
  • Sayidazimova Durdona Xabibullayevna Teacher of Uzbek National Pedagogical University

Keywords:

formative assessment; learner autonomy; feedback; self-assessment; peer-assessment; self-regulated learning; metacognition; portfolio assessment; digital formative tools.

Abstract

This article examines how formative assessment techniques contribute to the development of learner autonomy in English as a Foreign Language (EFL) classrooms. It analyzes theoretical foundations of formative assessment, its relationship with self-regulated learning, and the effectiveness of feedback, self-assessment, peer-assessment, portfolio assessment, and digital tools. Findings indicate that systematic formative assessment enhances metacognitive awareness, increases responsibility for learning, and significantly supports autonomous language development.

References

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Published

2025-11-26

Issue

Vol. 2 No. 10 (2025): CONFERENCE ON THE ROLE AND IMPORTANCE OF SCIENCE IN THE MODERN WORLD

Section

Articles

How to Cite

FORMATIVE ASSESSMENT TECHNIQUES FOR ENHANCING LEARNER AUTONOMY IN EFL CLASSROOMS. (2025). CONFERENCE ON THE ROLE AND IMPORTANCE OF SCIENCE IN THE MODERN WORLD, 2(10), 188-192. https://universalconference.us/universalconference/index.php/crismw/article/view/5907