ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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DEVELOPING COMMUNICATIVE COMPETENCE IN CADETS: A
FORMATIVE ASSESSMENT APPROACH
The university of public safety
of the republic of Uzbekistan
Department of language studies
Pulatova Zulfiya Abduazizovna
PhD, Doctor of philosophy in
pedagogical sciences
Keywords:
Communicative competence, military cadets, formative assessment,
speaking skills, English for Specific Purposes (ESP), feedback, language pedagogy.
Annotation:
This article explores how formative assessment strategies can be
used to develop communicative competence in military cadets studying English.
Emphasizing the importance of oral proficiency in operational and intercultural
military contexts, it discusses the principles of formative assessment and provides
practical classroom applications. The article advocates for performance-based,
feedback-driven activities to improve cadets' speaking abilities in real-world scenarios.
Introduction
Effective communication in English is a mission-critical skill for modern military
personnel, particularly for cadets in training who may engage in international
cooperation, peacekeeping missions, or joint exercises. In military academies, English
is taught not only as an academic subject but as a functional tool for professional
command and control. Traditional methods of language assessment—largely reliant on
grammar-based tests and written outputs—often fail to capture real-world
communicative demands.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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This article argues that
formative assessment
—a feedback-driven, learner-
centered approach—can play a transformative role in developing
communicative
competence
among military cadets. It examines how formative speaking assessments
can be practically implemented and how these methods support cadets in becoming
confident and competent English communicators.
Main Body
1. Defining Communicative Competence in Military English
The concept of
communicative competence
, introduced by Canale and Swain
(1980), encompasses grammatical, sociolinguistic, discourse, and strategic
competence. In a military context, communicative competence refers not only to
speaking correctly but also to adapting language use based on rank, situation, clarity,
and intercultural awareness.
Example:
A cadet addressing a superior must use formal and precise language (e.g.,
“Requesting permission to proceed”), whereas interacting with peers may involve more
casual but still accurate forms. Miscommunication, especially in high-stakes
environments, can lead to operational errors.
Incorporating real-life military scenarios into speaking tasks—such as giving
briefings, issuing commands, or participating in negotiations—prepares cadets for
authentic language use.
2. The Role of Formative Assessment in Language Development
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Formative assessment
refers to continuous, informal evaluations that provide
students with feedback to improve learning. Unlike summative assessments, which
judge performance at the end of a course, formative assessment supports growth by
identifying strengths and areas for improvement in real-time.
Formative assessment methods in teaching speaking skills include:
•
Instructor feedback during speaking activities
•
Peer and self-assessment using rubrics
•
Audio/video recording for reflective analysis
•
Observation checklists during simulations
Example:
During a mock peacekeeping scenario, cadets role-play dialogues with foreign
counterparts. The instructor observes, takes notes, and provides oral and written
feedback focusing on pronunciation, clarity, and register. The same task is repeated a
week later to track progress, encouraging iterative learning.
3. Practical Implementation in the Cadet Classroom
For formative assessment to be successful in a cadet environment, it must align
with both pedagogical principles and military discipline. Teachers can implement the
following strategies:
•
Simulation
and
Role-Play
Activities
Cadets simulate tactical briefings, command instructions, or joint mission planning,
followed by structured peer feedback sessions.
•
Speech
Portfolios
Cadets record speaking tasks throughout the semester and reflect on their progress,
noting improvements and setting personal goals.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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•
Rubric-Based
Feedback
Using rubrics that assess fluency, accuracy, appropriateness, and pronunciation helps
cadets understand where they need to improve.
Example:
A speaking rubric might include categories such as “Command Clarity,” “Tactical
Vocabulary,” and “Pronunciation under Stress.” After each speaking task, cadets score
themselves and receive scores from peers and the instructor.
Additionally, using apps like
Flipgrid
or
Vocaroo
allows cadets to submit
recorded responses to prompts. Teachers can respond with time-stamped feedback and
model correct expressions. Table 1:
Table 1
Speaking Formative Assessment Rubric
Category
Description
Scoring
Criteria
(1–5
Scale)
Formative
Tools & Activities
Command
Clarity
Ability to issue
commands
or
instructions clearly and
unambiguously
1 – Unclear,
hesitant
3 – Mostly
clear with minor
errors
5 – Clear,
confident,
and
precise
-
Real-time
feedback
during
simulations-
Instructor
modeling
Tactical
Vocabulary
Use of accurate,
field-specific
1 – Rare use
of correct terms
- Vocabulary
lists reviewed in
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Category
Description
Scoring
Criteria
(1–5
Scale)
Formative
Tools & Activities
terminology
appropriate to military
contexts
3 – Moderate
use
5 – Accurate
and
context-
appropriate terms
drills- Peer review
sessions
Pronunciation
Under Stress
Ability
to
maintain
intelligible
pronunciation
under
pressure or in urgent
situations
1 – Hard to
understand
3 – Mostly
clear with some
mispronunciations
5 – Clear and
consistent
-
Role-play
under
time
constraints-
Video/audio
playback feedback
Fluency
Smooth flow of
speech with minimal
hesitation
or
filler
words
1 – Frequent
pauses
3
– Some
hesitation
5 – Natural,
uninterrupted
speech
-
Recorded
monologues
via
Flipgrid/Vocaroo-
Time-limited tasks
Situational
Appropriateness
Appropriateness
of
language
used
according
to
rank,
audience, and context
1
–
Inappropriate
tone/language
3 – Mixed
formality
-
Scenario-
based
speaking
drills- Guided self-
reflection sessions
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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Category
Description
Scoring
Criteria
(1–5
Scale)
Formative
Tools & Activities
5
– Fully
appropriate
for
context
Self and Peer
Assessment
Reflective scoring
and comments from
self and peers post-task
1
–
Incomplete
or
vague feedback
3
– Some
detail
and
relevance
5 – Detailed
and constructive
-
Rubric
checklists-
Structured
peer
feedback templates
How This Is Used in Class:
•
Cadet Role-Play:
Each cadet presents a tactical briefing or gives orders in a
mission simulation.
•
Rubric Application:
After the task, cadets fill out the rubric for themselves and
exchange feedback with a peer.
•
Teacher Feedback:
The instructor reviews the rubric, adds comments, and
uploads time-stamped audio/video responses if using Flipgrid or Vocaroo.
•
Reflection:
Cadets compare their scores and reflect on improvements for next
time, keeping a portfolio of progress.
4. Challenges and Recommendations
Implementing formative speaking assessment with cadets can face several
challenges:
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
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•
Time Constraints:
Military curricula are dense, and time for reflection or
revision may be limited.
•
Cultural Barriers:
In hierarchical settings, cadets may hesitate to give or
receive peer feedback.
•
Lack of Training:
Language instructors may be unfamiliar with formative
assessment strategies, especially in military contexts.
Solutions
include integrating formative tasks into regular drills, training
educators in reflective pedagogy, and normalizing peer assessment as a leadership
development tool. Table 2:
Table 2
Integrated Drill Plan for Speaking Development
Drill
Name
Objective
Format
& Frequency
Formative
Element
Leadershi
p & Reflection
Focus
Comman
d Relay Drill
Practice
giving
and
receiving clear,
structured
commands
Weekly
(15–20
minutes)
Instructor
gives on-the-spot
feedback on clarity
and language use
Peer leader
rotates
each
week;
cadets
reflect on clarity
and tone used
Situation
Briefing Drill
Present
mission
updates
or
intelligence
reports
Biweekl
y
(5-min
presentation
per cadet)
Rubric-based
peer and teacher
feedbackVideo
recordings for later
reflection
Cadets
evaluate
one
another’s
language
precision
and
confidence
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Drill
Name
Objective
Format
& Frequency
Formative
Element
Leadershi
p & Reflection
Focus
Radio
Protocol
Simulation
Practice
real-time two-
way
communicatio
n (e.g., radio
ops)
Weekly
(10–15
minutes)
Teachers
record sessions and
provide
timestamped
feedbackChecklist
s used
Cadets
reflect
on
handling stress
& use of proper
call signs and
code words
Tactical
Role-Play
Conversations
Simulate
real
interactions:
negotiations,
orders,
debriefs
Biweekl
y
(team-
based)
Peer and self-
assessment
with
simplified
rubricsFeedback
session follows
Encourages
leadership
in
role enactment;
peers
assess
situational
appropriateness
Reflection
&
Feedback
Circle
Build
critical
reflection skills
through
discussion
Monthly
(20–30
minutes)
Cadets
discuss
personal
strengths,
weaknesses,
and
goals after several
drills
Develops
self-awareness,
constructive
criticism,
and
leadership voice
Drill Example: "Command Relay Drill" (15 minutes)
Setup:
•
Cadets stand in two lines facing each other.
•
One cadet gives a command (e.g., “Advance 50 meters and establish a
perimeter”).
•
The listener repeats it with correct structure or reformulates it.
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Formative Assessment:
•
Instructor walks around with a rubric or notes sheet.
•
Immediate verbal feedback is provided.
•
Common issues are addressed with the whole class at the end.
Reflection Activity:
•
Cadets write or share one thing they did well and one aspect to improve.
Peer Assessment Normalization Tips
•
Use rotating roles
: Assign cadets as "Feedback Leader of the Week" to lead
assessment and model proper critique.
•
Normalize error
: Encourage an environment where feedback is part of growth,
not punishment.
•
Tie feedback to leadership
: Emphasize that effective leaders must give and
receive feedback constructively.
Conclusion
Formative assessment, when applied effectively, serves as a powerful tool in
helping cadets achieve
communicative competence
in English. By creating structured
opportunities for feedback, reflection, and targeted improvement, instructors can move
beyond passive learning models and foster real speaking confidence. In doing so, they
help shape cadets into linguistically capable officers ready to perform in complex,
multilingual military environments.
Formative assessment is not merely a teaching technique—it is a
philosophy of
learning
that prioritizes growth, feedback, and learner autonomy. As the military world
becomes increasingly global, the ability to communicate clearly and confidently in
English is more than a skill—it is a strategic asset.
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