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Item Open Access FORMATIVE ASSESSMENT IN KAZAKHSTAN’S ENGLISH LANGUAGE CLASSROOMS: A NARRATIVE REVIEW OF CURRENT PRACTICES AND THE ROLE OF AI TOOLS(SDU University, 2025) Aidos Myrzabek; Gaukhar Yersultanova; Medet JandildinovFormative assessment (FA) has emerged as a critical component of effective teaching and learning, providing ongoing feedback that guides both teachers and students in improving educational outcomes. This narrative literature review examines the implementation of formative assessment in Kazakhstan’s English language classrooms and explores how artificial intelligence (AI) tools are enhancing and could further enhance these practices. The review synthesizes international and local research on FA – defining its key concepts, components, benefits, and challenges – within the context of Kazakhstan’s recent education reforms that mandate a criteria-based (formative) assessment system. It also discusses current applications of AI (such as adaptive learning platforms, natural language processing for feedback, and AI-driven peer/self-assessment tools) in education, and considers potential future uses of AI to support teachers and learners in formative assessment. The findings indicate that while formative assessment is valued for improving student engagement and achievement, Kazakhstani teachers face challenges in its implementation, including large classes and shifts in ingrained grading practices. AI technologies offer promising solutions to personalize feedback, automate routine assessment tasks, and inform data-driven instruction, albeit with the need for teacher training and careful integration. The review concludes with implications for educators and policymakers in Kazakhstan, emphasizing that blending proven formative assessment strategies with AI support can foster more responsive and effective English language teaching.Item Open Access The Impact of Formative Assessment on Motivation of Students in EFL Classes(SDU University, 2025) Shaikym M.Motivation has a vital role for language learning especially within English as a Foreign Language (EFL) classrooms where student engagement often determines successful learning. This research examines formative assessment’s (FA) motivational impact on pupils within general university English classes. It closely considers formative assessment practices connected to intrinsic and extrinsic motivation, identifying which strategies students find to be most motivating, and it investigates how teachers perceive formative type of assessment’s impact on motivation. The study integrated both quantitative and qualitative data. 98 university students provided quantitative data through a survey, while instructors' qualitative perspectives were derived from semi-structured interviews with 5 EFL teachers. Descriptive statistics and Pearson’s correlation were used to analyze the survey responses, while thematic analysis was applied to interview transcripts. The findings revealed that students were in fact highly intrinsically motivated to learn the language and were frequently exposed to FA strategies. Consequently, the results showed moderate positive correlation between formative assessment and intrinsic motivation, while the correlation with extrinsic motivation was weak. Students found teacher feedback, group discussions, integration of digital tools such as Quizizz as the most motivating FA strategies. Teachers supported these findings since they viewed consistent formative practices improved student engagement, autonomy, and confidence. The results suggest that formative assessment not only measures progress but powerfully drives internal motivation that is in EFL learning. For better language learning outcomes, this study highlights student-centered, feedback-rich classrooms and encourages further formative strategies’ exploration.