Using formative assessment by rural English teachers to improve speaking skills
| dc.contributor.author | Abdykalykova Sh. | |
| dc.date.accessioned | 2026-03-17T05:28:57Z | |
| dc.date.available | 2026-03-17T05:28:57Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | This qualitative study explores how rural teachers employ formative assessment strategies to improve students' speaking skills in resource-constrained environments. Focusing on 12 purposively selected rural teachers, the research utilizes semi-structured interviews to investigate the types of formative assessments used, the challenges faced in implementation, and the adaptive strategies teachers develop to overcome these barriers. Key findings reveal that rural teachers rely on low-cost, interactive methods such as peer feedback, oral questioning, storytelling, and one-minute summaries to assess and enhance speaking skills. However, systemic challenges-including large class sizes, limited training, inadequate materials, and student anxiety-hinder consistent and effective formative assessment practices. Despite these obstacles, teachers demonstrate resilience by fostering collaborative learning environments and providing incremental, personalized feedback. The study emphasizes how crucial it is for rural educators to receive context-specific professional development that gives them useful formative assessment strategies adapted to their particular limitations. It also suggests legislative changes to close resource and infrastructure shortages in rural school systems. Formative assessment can become a more sustainable technique for enhancing oral communication skills among rural learners by filling in these gaps. This study adds to the larger conversation about fair language instruction by emphasizing the ability of rural educators to modify their teaching methods to meet the requirements of their students. By using mixed-methods approaches or larger-scale plans, future research could build on these findings. | |
| dc.identifier.citation | Abdykalykova Sh / Using formative assessment by rural English teachers to improve speaking skills / SDU University / Faculty of Education and Humanities | |
| dc.identifier.uri | https://repository.sdu.edu.kz/handle/123456789/2559 | |
| dc.language.iso | en | |
| dc.publisher | SDU University | |
| dc.subject | Al and Automated Feedback | |
| dc.subject | The Role of FA in Reducing Urban-Rural Education Gaps | |
| dc.subject | English teachers | |
| dc.title | Using formative assessment by rural English teachers to improve speaking skills | |
| dc.type | Thesis |