ENHANCING LANGUAGE PROFICIENCY THROUGH INTEGRATED ASSESSMENT PRACTICES IN EFL CLASSROOMS

Abstract

This study explores the role of integrated assessment practices in enhancing language proficiency in English as a Foreign Language (EFL) classrooms. Grounded in contemporary pedagogical frameworks, the research examines how assessment has evolved from a predominantly summative tool into a continuous and multifaceted process that actively supports learning. Using a qualitative content analysis approach, the study synthesizes theoretical and empirical literature, curriculum frameworks, and policy documents related to EFL assessment. The results emphasize that integrating both traditional and alternative assessment methods leads to more valid and reliable evaluation outcomes. Furthermore, the study underscores the significance of formative assessment, continuous feedback, and authentic task design in fostering learner autonomy and practical language use. It concludes that assessment should be viewed as an ongoing, dynamic process that not only measures learning outcomes but also informs instructional practices and enhances overall language development