Exploring Foreign Language Teachers’ Voices on Formative Assessment: A Qualitative Study

Abstract

This study set out to explore foreign language teachers’ perspectives on formative assessment, analyzing narrative comments from 60 respondents taking part in a survey. These participants were identified from a large-scale national questionnaire on formative assessment conducted between September and December 2024. By employing a qualitative thematic analysis, its aim was to determine key themes, including the benefits of formative assessment, its implementation challenges, and suggestions for improvement. The teachershighlighted the value of formative assessment in providing actionable feedback and fostering student development. The findings also reveal recurring themes such as the lack of clear and unified guidelines, excessive administrative burdens, and the difficulties of implementing formative assessments in classrooms with large student-to-teacher ratios. Moreover, the lack of practical training emerged as a significant barrier to effective implementation. Additionally, teachers reported diverse techniques to enhance formative assessment, including the use of educational apps, creative projects, peer and self-assessments, digital tools like Kahoot quizzes, and personalized feedback systems. These practices demonstrate FLT teachers’ commitment to adapting formative assessment strategies to their classroom contexts despite challenges. Suggestions for improvement include reducing class sizes, increasing professional development opportunities, and restructuring administrative tasks. This study emphasizes the need for systemic support to enhance the feasibility and effectiveness of formative assessment practices in educational settings.Book of abstracts : The 8th international congress of applied linguistics today, 23–25 May 2025