THE ROLE OF FORMATIVE ASSESSMENT IN DEVELOPING HIGH SCHOOL STUDENTS’ SPEAKING SKILLS THROUGH A PRAGMATIC APPROACH

Abstract

This study explores the role of formative assessment in developing speaking skills within a pragmatic framework in secondary school EFL contexts. While speaking is widely recognized as a crucial yet challenging skill, traditional teaching and assessment practices often fail to support learners in using language effectively in real-life communication. It is argued that formative assessment, when integrated with a pragmatic approach to teaching, serves as a powerful pedagogical tool that supports ongoing language development rather than merely evaluating final performance.