An Analysis of Perceptions of English Language Teachers about the Efficacy of Formative Assessment Practices in Universities of Central Punjab, Pakistan

Abstract

Language assessment has been integral to language teaching for decades, and its importance has largely increased in recent years. As a result, research in applied linguistics has focused on developing more effective and efficient language assessment methods. This research aims to explore the relationship between English language teaching and classroom assessment, focusing
on how language assessment can be used to improve language teaching and learning outcomes. The study was qualitative in nature; the data was collected through semi-structured interviews with English language university teachers and analysed through thematic analysis. The findings of the analysis showed that no assessment practice was inherently good or bad. The efficacy of any formative assessment technique was directly proportional to where, when, how and with whom to use it. The maximum benefit could be obtained only when the language assessment practices are situation-based and context-specified. There was nothing that can be called ‘tested, tried and perfect’ in all situations. Since applied linguistics and second language acquisition are expanding areas of research, the field is wide and open for future researchers to explore new dimensions of language assessment that facilitate language learning. The findings may be helpful, particularly for university administrations and policymakers who will gain insights into language assessment through this study and make improvements accordingly.