Assessment and Feedback in English Language Teaching

Zhengqi Shi. Assessment and Feedback in English Language Teaching: Master’s thesis in Philology / supervised by O. Yashenkova. Kyiv, 2025. 87 p.

This research investigates the transformative role of assessment and feedback in English Language Teaching (ELT), examining their evolution from summative evaluation tools to dynamic processes that actively shape language acquisition. Drawing on theoretical frameworks from scholars such as Black and Wiliam, Hattie and Timperley, the study analyzes how effective assessment practices contribute to improved learning outcomes within both international and Ukrainian educational contexts. Through a qualitative methodology complemented by quantitative analysis, the research explores diverse functions of assessment and feedback, comparing approaches across different educational systems including Ukraine and China.
The findings demonstrate that modern assessment practices serve as metacognitive catalysts that develop linguistic competence through strategically designed feedback interventions. The research establishes that feedback effectiveness depends on multiple factors including type, timing, specificity, and sociocultural context, with evidence showing that process-oriented and self-regulation feedback yields superior language learning outcomes. Using Paivio’s “principled pragmatism” as a methodological framework, the study reveals that integrating assessment throughout teaching sequences is more effective than implementing it as a separate strategy.
This thesis contributes to academic discourse by offering an integrated analysis of assessment practices across different educational systems while challenging traditional assumptions about language assessment, including monolingual norms and linear development models. It proposes several hypotheses, including the superiority of dialogic feedback over unidirectional approaches and the advantages of distributed assessment with frequent, lower-stakes feedback opportunities.
The practical significance of this research lies in its development of a theoretical and practical framework for optimizing assessment-driven instruction in ELT, particularly relevant to Ukraine's strategic course toward European integration and participation in global initiatives. The findings affirm the transformative potential of feedback when purposefully aligned with learners' needs and educational goals, supporting broader national objectives in international diplomacy, education, and professional mobility. The research concludes that modernizing assessment practices represents both an educational priority and a strategic necessity for enhancing language proficiency in contemporary multilingual contexts.