This study explores the role of formative assessment (FA) in improving the speaking skills of English as a Foreign Language (EFL) learners in Uzbekistan. The research focuses on how self-assessment, peer feedback, and teacher-led formative strategies impact learners’ fluency, accuracy, and overall confidence in oral communication. A mixed-method study was conducted at a secondary school involving 30 pre-intermediate learners. Data were collected through observation, speaking tasks, and surveys. The findings reveal that regular use of formative assessment helps increase student motivation, speaking performance, and classroom participation. The paper concludes with recommendations for EFL teachers and policymakers to integrate formative practices in English language teaching.  

Formative assessment, speaking skills, oral communication

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