TEACHERS’ ATTITUDES TOWARD FORMATIVE ASSESSMENT AND TRANSLANGUAGING IN EFL CLASSROOMS IN UZBEKISTAN: A COMPARATIVE MIXED-METHODS STUDY

Abstract

This study explores and compares EFL teachers’ attitudes toward formative assessment and translanguaging in English language classrooms in Uzbekistan. Formative assessment and translanguaging are both considered learner-centered pedagogical practices; however, teachers may perceive and implement them differently depending on institutional expectations, classroom realities, and professional beliefs. The study employed a mixed-methods research design. Quantitative data were collected through a structured questionnaire administered to 120 EFL teachers working in secondary schools, universities, and private language centers in Uzbekistan. The questionnaire consisted of two main scales measuring teachers’ attitudes toward formative assessment and translanguaging. The data were analyzed using descriptive statistics, including mean and standard deviation, reliability analysis through Cronbach’s alpha, and a paired-samples t-test to compare the two attitude scales. In addition, semi-structured interviews were conducted with selected participants to gain deeper insights into teachers’ perceptions, challenges, and classroom practices. The findings revealed that teachers held positive attitudes toward both formative assessment and translanguaging. However, their attitudes toward formative assessment were significantly stronger than their attitudes toward translanguaging. Formative assessment was viewed as a useful tool for identifying students’ learning needs, providing feedback, and improving instruction, while translanguaging was perceived as helpful for explaining difficult grammar, supporting lower-proficiency learners, increasing participation, and reducing anxiety. Nevertheless, some teachers expressed caution toward translanguaging due to English-only beliefs and institutional expectations. The study concludes that both formative assessment and translanguaging can support learner-centered EFL instruction in Uzbekistan, but their effective implementation requires teacher training, institutional support, and clear pedagogical guidance.