12
ENHANCING SPEAKING FLUENCY THROUGH FORMATIVE ASSESSMENT IN
UZBEK EFL CLASSROOMS
Zilola Kuchkarova
MA TESOL Candidate, Webster University Tashkent
https://doi.org/10.5281/zenodo.15833315
Abstract
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.
Keywords:
formative assessment, speaking fluency, Uzbek EFL learners, peer feedback,
oral performance.
Introduction
Speaking fluency is a critical component of communicative competence in English as a
Foreign Language (EFL) contexts (Harmer, 2007; Nunan, 2004). Fluent speaking enables
learners to effectively participate in real-life communication, express ideas clearly, and interact
socially. However, many Uzbek learners face challenges such as limited opportunities to practice
speaking and insufficient constructive feedback in classrooms. This often results in low
confidence and poor oral performance.
Formative assessment (FA) has been identified as a powerful tool for enhancing speaking
skills by providing ongoing feedback and encouraging learner reflection and self-correction
(Black & Wiliam, 1998). In the context of Uzbek EFL classrooms, where summative assessment
traditionally dominates, integrating FA methods can foster learner autonomy and improve oral
fluency.
This thesis explores how formative assessment techniques, including peer feedback, self-
assessment, and teacher feedback, impact speaking fluency among pre-intermediate Uzbek
learners. The study addresses the following research questions:
1.
How does formative assessment affect speaking fluency and learner confidence?
2.
Which formative assessment strategies are most effective in the Uzbek EFL context?
3.
How do learners perceive formative feedback in their speaking development?
Methodology
This study employed a mixed-method design involving 30 pre-intermediate students from
a secondary school in Uzbekistan. Over a six-week period, learners participated in weekly
speaking tasks designed to elicit spontaneous oral production. The tasks included role-plays,
pair discussions, and storytelling activities.
Formative assessment techniques used were:
Peer feedback:
learners provided constructive comments on each other’s performance
using structured rubrics.
13
Self-assessment:
learners used checklists to reflect on their own fluency, pronunciation,
and vocabulary use.
Teacher feedback:
oral feedback was given immediately after tasks focusing on areas for
improvement and encouragement.
Data were collected via pre- and post-speaking tests to measure changes in fluency and
accuracy, student questionnaires to capture motivation and perceptions, and classroom
observation notes made by the researcher. Quantitative data were analyzed statistically, and
qualitative data were thematically coded.
Findings
Results showed a 20% average improvement in speaking fluency scores post-intervention.
Students reported increased confidence and willingness to participate in speaking tasks. Peer
and self-assessment activities were highlighted as particularly motivating and helpful for
identifying specific areas needing improvement.
Qualitative feedback revealed that students valued the low-pressure, supportive
environment fostered by formative feedback. One participant stated, “I feel less afraid to make
mistakes now because I can learn from my peers and myself.” Classroom observations confirmed
increased participation and more spontaneous speech production over the six weeks.
Conclusion
Formative assessment techniques significantly enhance speaking fluency and learner
confidence in Uzbek EFL classrooms. These strategies encourage active learner engagement and
autonomy, helping overcome traditional limitations of summative-focused instruction. Teachers
are recommended to consistently integrate peer and self-assessment practices alongside oral
feedback to create supportive speaking environments. Further research could explore long-term
effects and adaptation in diverse educational settings across Uzbekistan.
