FORMATIVE ASSESSMENT TECHNIQUES FOR ENHANCING LEARNER AUTONOMY IN EFL CLASSROOMS

This article examines how formative assessment techniques contribute to the development of learner autonomy in English as a Foreign Language (EFL) classrooms. It analyzes theoretical foundations of formative assessment, its relationship with self-regulated learning, and the effectiveness of feedback, self-assessment, peer-assessment, portfolio assessment, and digital tools. Findings indicate that systematic formative assessment enhances metacognitive awareness, increases responsibility for learning, and significantly supports autonomous language development.

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