SHIFTING THE FOCUS FROM PRODUCTS TO PROCESS: THE CASE FOR FORMATIVE ASSESSMENT AS A LEARNING TOOL IN EFL CLASSROOMS
Keywords:
formative assessment, EFL classroom, process-oriented learning, feedback, self-assessment, communicative competence, language pedagogy.Abstract
This article examines the role of formative assessment in English as a Foreign Language (EFL) classrooms, arguing that a shift from product-oriented to process-oriented evaluation can substantially improve learner outcomes. Through theoretical analysis and review of pedagogical research, the paper identifies the main contradictions between traditional summative practices and the communicative demands of language learning. It further proposes concrete pedagogical conditions under which formative assessment strategies including peer review, portfolios, self-assessment, and criterion-referenced feedback can be integrated into EFL instruction to support higher-order language competence.
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