YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
in-academy.uz/index.php/yo
13
TEACHERS’ PERCEPTIONS OF USING FORMATIVE ASSESSMENT TO
DEVELOP SPEAKING COMPETENCE IN SECONDARY SCHOOLS
Zilola Kuchkarova
MATESOL Candidate, Webster University Tashkent
https://doi.org/10.5281/zenodo.15833324
Abstract
This study examines the attitudes and practices of EFL teachers in Uzbekistan regarding
the use of formative assessment to improve students’ speaking skills. The research explores
how teachers implement oral feedback, dialogue journals, and peer evaluation in secondary
school classrooms. A mixed-method approach was applied using surveys and semi-structured
interviews with 25 English teachers. The results show that while most teachers recognize the
value of formative assessment for enhancing speaking competence, challenges such as large
class sizes, time constraints, and lack of professional training hinder its consistent application.
The study concludes with recommendations for improving teacher training and institutional
support for formative assessment practices.
Keywords:
formative assessment, teacher perceptions, speaking competence,
secondary education, Uzbekistan
Introduction
Formative assessment (FA) has emerged as a vital component of effective English as a
Foreign Language (EFL) instruction. Unlike summative assessment, which evaluates learning
at the end of a unit or term, FA focuses on ongoing feedback that helps learners reflect, adjust,
and improve their language skills during the learning process (Black & Wiliam, 1998). In the
context of speaking skills, formative assessment provides learners with real-time feedback
that can foster confidence, increase participation, and develop fluency.
However, the success of FA in language classrooms largely depends on how teachers
perceive and implement it. Teachers’ attitudes, beliefs, and instructional habits play a major
role in whether FA techniques are regularly and effectively used (Nicol & Macfarlane-Dick,
2006). In Uzbekistan’s secondary schools, EFL teachers often work with large class sizes,
limited resources, and heavy curricula — all of which influence how they view and apply FA
strategies.
This study investigates Uzbek secondary school EFL teachers’ perceptions of using FA to
develop students’ speaking competence. It seeks to answer the following questions:
1.
How do teachers perceive the role of formative assessment in speaking instruction?
2.
Which FA strategies do teachers find most practical or beneficial?
3.
What challenges do they face when implementing FA in real classroom contexts?
Methodology
The study used a qualitative-dominant mixed-methods design. A total of 25 EFL teachers
from 10 different secondary schools across Andijan and Tashkent regions participated in the
research. Participants had varying levels of teaching experience, ranging from 2 to 20 years.
Data collection instruments included:
A structured questionnaire (with Likert-scale and open-ended items) to gather general
attitudes and usage frequency of FA strategies.
Semi-structured interviews to explore deeper insights about classroom realities,
challenges, and individual beliefs regarding FA.
YOSH OLIMLAR
ILMIY-AMALIY KONFERENSIYASI
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14
The FA techniques discussed included oral feedback during speaking tasks, the use of
dialogue journals for self-reflection, and peer evaluation activities. The interviews lasted 20–
30 minutes each and were audio recorded and transcribed. Thematic analysis was applied to
qualitative data, while descriptive statistics summarized the survey responses.
Findings
The findings revealed that the majority of teachers (84%) viewed formative assessment
as beneficial for improving speaking competence. They particularly valued oral feedback and
peer evaluation for creating interactive, student-centered lessons. Teachers mentioned that
FA helped students identify their weaknesses and improve their fluency gradually.
However, several challenges were consistently reported:
Large class sizes:
Teachers found it difficult to give individual feedback in crowded
classrooms.
Lack of training:
Many teachers (68%) indicated they had not received formal training in
formative assessment methods.
Time constraints:
Due to exam-focused curricula, teachers felt pressured to complete
required topics rather than conduct ongoing formative tasks.
Despite these barriers, some teachers developed creative strategies to include FA in
their lessons — such as giving brief oral comments after group discussions or assigning short
speaking reflections at home.
Interview excerpts highlight these experiences. One teacher stated,
“I believe formative
feedback is more helpful than final exams, but I don’t have enough time or training to use it
properly.”
Another said,
“My students like peer feedback, but they are shy at first and need clear
instructions.”
Conclusion
The study demonstrates that while secondary school EFL teachers in Uzbekistan value
formative assessment for enhancing speaking competence, they often struggle to implement it
effectively due to contextual limitations. The findings emphasize the need for more targeted
professional development focused on practical FA techniques for speaking instruction.
Additionally, school administrators and education policymakers should recognize the
importance of FA by:
Reducing teacher workload
Encouraging smaller class sizes where possible
Organizing regular in-service training sessions
Providing simple, adaptable tools for assessing speaking in a formative way
By addressing these challenges, formative assessment can become a more realistic and
impactful part of speaking instruction in Uzbek classrooms.
