ASSESSMENT AND FEEDBACK PRACTICES IN EFL CONTEXTS

This study examines assessment and feedback practices in English as a Foreign Language (EFL) classrooms and their impact on student achievement and motivation. Using a mixed-method approach, data were collected from EFL students and teachers through questionnaires, classroom observations, interviews, and achievement test scores. The findings suggest that formative assessment positively correlates with academic performance, while descriptive and timely feedback enhances learner motivation and engagement. In contrast, excessive reliance on summative testing and grade-based feedback may reduce intrinsic motivation. The study highlights the importance of assessment literacy and feedback quality in promoting effective language learning outcomes in EFL contexts.