TEACHERS’ PERCEPTIONS OF USING FORMATIVE ASSESSMENT TO DEVELOP SPEAKING COMPETENCE IN SECONDARY SCHOOLS

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.