Influence of formative assessment on the development of language skills and autonomous learning among university students in language education contexts

Abstract

Formative assessment is a pedagogical approach focused on the learning process, offering continuous feedback to students to enhance their understanding and mastery of content. In the university context, this strategy has become an essential tool for strengthening language learning, as it enables ongoing monitoring of student progress and allows teaching methods to be tailored to individual needs. When properly implemented, it encourages dynamic interaction between teacher and student, fostering a more reflective and participatory learning environment. This approach has a positive impact on student motivation and the quality of language acquisition, as it helps learners identify both their strengths and areas for improvement. Additionally, it promotes autonomous and self-reflective learning. This article aims to analyze how formative assessment influences language learning in university settings, emphasizing its role in developing linguistic competencies and promoting independent learning. Using a qualitative methodology, it reviews previous research on the relationship between formative assessment and language learning, demonstrating how this approach contributes to improved academic performance and enhanced student self-regulation.