ENHANCING SPEAKING FLUENCY THROUGH FORMATIVE ASSESSMENT IN UZBEK EFL CLASSROOMS

This thesis investigates the effect of formative assessment techniques on the speaking fluency of Uzbek EFL learners. The study highlights the effectiveness of self-assessment, peer feedback, and immediate oral responses in improving students’ spoken English performance. A mixed-method approach was used involving 30 pre-intermediate learners over six weeks. Data collected through pre- and post-tests, questionnaires, and classroom observations were analyzed. Findings suggest that regular formative evaluation not only boosts speaking skills but also increases learners’ engagement and confidence in classroom communication. The study concludes with recommendations for integrating formative assessment strategies into Uzbek EFL teaching practices.