THE ROLE OF FORMATIVE ASSESSMENT IN ENHANCING SELF-REGULATED LEARNING IN EFL CONTEXTS: A COMPREHENSIVE REVIEW STUDY
DOI:
https://doi.org/10.55849/attasyrih.v11i2.471Keywords:
Formative Assessment, Self-Regulated Learning, EFL, Peer Assessment, Teacher Assessment LiteracyAbstract
This comprehensive review examines the role of formative assessment in enhancing self-regulated learning (SRL) among English as a Foreign Language (EFL) learners. Formative assessment, encompassing strategies such as teacher feedback, peer assessment, and self-assessment, provides learners with continuous information about their learning progress, enabling them to plan, monitor, and evaluate their performance. The review synthesizes theoretical frameworks, including self-regulated learning models and constructivist learning theory, alongside empirical studies conducted across diverse EFL contexts. Findings indicate that formative assessment significantly supports cognitive, metacognitive, and motivational aspects of SRL, fostering learner autonomy, engagement, and language achievement. Despite its benefits, challenges such as limited teacher assessment literacy, cultural and contextual factors, and time constraints can impede effective implementation. The review also highlights the potential of technology-enhanced formative assessment tools in facilitating timely feedback and promoting reflective learning practices. Implications for EFL pedagogy include the need for systematic integration of formative assessment, professional development for teachers, and learner-centered strategies that encourage active participation in assessment processes. Finally, directions for future research are proposed, emphasizing longitudinal studies, culturally responsive practices, and innovative assessment technologies. This study underscores the critical role of formative assessment in cultivating self-regulated, autonomous, and effective language learners in EFL settings
References
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992
Assessment Reform Group. (2002). Assessment for learning: 10 principles. University of Cambridge.
Andrade, H. L. (2018). Self-assessment in educational practice. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.80
Andrade, H. L. (2018). Self-assessment in educational practice. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.80
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5.
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Cheng, L. (2017). Assessment reform in education: Policy and practice. Language Testing, 34(2), 139–148. https://doi.org/10.1177/0265532216680762
Davies, A. (2010). Principles of language testing. Basil Blackwell.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M., & Popham, W. J. (2013). Formative assessment in practice: A process of inquiry and action. Harvard Education Press.
Hyland, F., & Hyland, K. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
Nicol, D. J., & Macfarlane?Dick, D. (2006). Formative assessment and self?regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Oxford, R. L. (2017). Teaching and researching language learning strategies. Routledge.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning. Journal of Computer Assisted Learning, 33(1), 1–17. https://doi.org/10.1111/jcal.12179
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
Topping, K. J. (2017). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and Psychology, 1(1), 1–17.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts et al. (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428. https://doi.org/10.1177/1534484316671606
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts et al. (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sahar Sabbar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
