Теория и методика обучения и воспитания (по областям и уровням образования) | Мир педагогики и психологии №05 (106) Май 2025

Повышение мотивации учащихся начальной школы, изучающих английский язык, посредством формативной оценки и активных стратегий обучения

Алиева Адиля Рустамовна
Магистр филол. обр, старший преподаватель кафедры фундаментальной и прикладной лингвистики, Кыргызский государственный университет им. И. Арабаева, КР, г.Бишкек, alievaadilya875@gmail.com

Аннотация: В этой статье исследуется роль мотивации в овладении английским языком учащимися начальной школы, при этом особое внимание уделяется формирующему оцениванию и его вкладу в поддержание интереса и достижений учащихся. Исследование объединяет психологические теории мотивации с педагогическими стратегиями, которые способствуют самостоятельности, вовлеченности и само эффективности учащихся. Использование креативных инструментов, таких как лестницы успеха, обратная связь на основе смайликов и деревья успеваемости, оценивается с точки зрения их потенциала для улучшения атмосферы в классе и вовлечения учащихся. Полученные данные свидетельствуют о том, что мотивационная поддержка посредством формирующего оценивания значительно повышает качество результатов обучения и личностное развитие учащихся.
Ключевые слова: мотивация, формирующая оценка, начальное образование, внутренняя мотивация, саморегуляция, активное обучение, вовлечение учащихся.

Alieva Adilya Rustamovna
Master of Philological Education, senior lecturer of fundamental and applied linguistics department, I. Arabaev Kyrgyz State University, Kyrgyzstan, Bishkek alievaadilya875@gmail.com

Abstract: This article explores the role of motivation in English language acquisition among primary school students, with a particular focus on formative assessment and its contribution to sustaining learners’ interest and achievement. The study integrates psychological theories of motivation with pedagogical strategies that promote learner autonomy, engagement, and self-efficacy. The use of creative tools such as success ladders, emoji-based feedback, and performance trees is evaluated for their potential to improve classroom climate and student involvement. Findings suggest that motivational support through formative assessment significantly enhances the quality of educational outcomes and the personal development of learners.
Keywords: : motivation, formative assessment, primary education, intrinsic motivation, self-regulation, active learning, student engagement.

In recent decades, the problem of student motivation in education, particularly in foreign language acquisition, has gained significant attention among researchers and practitioners. The rapid transformation of modern educational systems requires a reevaluation of teaching approaches and methodologies, particularly in how they engage learners. Despite decades of research, the challenge of fostering and maintaining motivation—especially among younger students—remains unresolved in many contexts. In the teaching of English as a foreign language, motivation plays a critical role in shaping both the learner's attitude and performance. As language becomes increasingly essential for global communication and intercultural understanding, the ability to motivate learners effectively is no longer an optional component of pedagogy—it is a central one. This study addresses the need to develop effective motivational strategies and tools in primary education, with an emphasis on formative assessment as a mechanism for encouraging self-regulation, personal growth, and academic success. Motivation, from a psychological perspective, is considered the driving force behind human behavior. In educational psychology, it is commonly divided into intrinsic and extrinsic forms. Intrinsic motivation arises from within the individual—driven by curiosity, interest, and the desire for personal satisfaction—whereas extrinsic motivation is influenced by external rewards such as grades, praise, or parental approval.

Many researchers have explored the nature of motivation in education, highlighting its role in shaping students' engagement and behavior. Some have emphasized that motivation gives personal meaning to learning activities, while others have described it as a complex orientation toward various elements of the educational process, such as needs, goals, responsibilities, and interests. It has also been viewed as a combination of internal drives, intentions, and personality traits that influence behavior, or as a cognitive need for acquiring knowledge.

   Recent studies have further explored these concepts. For instance, Aust investigated the effects of formative assessment on intrinsic motivation in primary school mathematics instruction, highlighting the role of perceived competence support in enhancing motivation [1, pp2185–2190]. Similarly, Jiao (2024) examined motivations for primary school students in EFL countries to participate during in-person English sessions, emphasizing the influence of both intrinsic and extrinsic factors [2, pp 161–165]. Motivation in primary school students is often unstable and subject to rapid change due to developmental, psychological, and environmental factors. Therefore, a major challenge for teachers is to create conditions where students not only engage in learning activities but also sustain interest and derive meaning from them. Formative assessment is emerging as a powerful pedagogical strategy that shifts the focus of evaluation from judgment to improvement. Pinskaya M.A., a pioneer in this area, characterizes formative assessment as "evaluation for learning," rather than "evaluation of learning." This distinction is crucial: instead of assessing knowledge at the end of instruction, formative assessment involves ongoing, interactive evaluation that allows both teachers and learners to monitor progress and make timely adjustments. [3, p 264.] The role of formative assessment in increasing motivation is particularly relevant in primary education. Young learners are more responsive to visual, participatory, and emotionally engaging forms of evaluation. When assessment becomes part of the learning journey—rather than a source of stress or comparison—it empowers students to take ownership of their progress. It fosters self-regulation, encourages curiosity, and promotes intrinsic motivation.

Key principles of formative assessment for primary learners include:

• Student-Centeredness: Emphasizing the learner's active role in the assessment process.
• Emotional Safety: Providing feedback in ways that encourage effort and growth, rather than induce fear of failure.
• Continuous Feedback: Maintaining an ongoing dialogue between teacher and student, allowing adjustments in real-time.
• Transparency: Ensuring that learning objectives and success criteria are clear and accessible to students.

Recent research supports these principles. For example, Kang explored EFL learners’ perceptions of model texts as a feedback tool, finding that such formative assessments can enhance motivation by providing clear examples and expectations. [4. pp 52-54]. Formative assessment techniques can be both creative and pedagogically grounded. During teaching practice, several innovative tools were applied to increase student motivation and promote self-evaluation. These include:

• The Ladder of Success: A visual tool where each rung of the ladder represents a completed task. Students mark their progress by ascending the ladder, which promotes a sense of achievement and progression.
• The Tree of Success: Each leaf on the tree is color-coded (green for fully correct work, yellow for partial understanding, red for mistakes). Students attach leaves to their personal trees, which encourages reflection and goal-setting.
• Emoji-Based Feedback: Teachers provide students with emoji stickers or cards with phrases such as “Well done!”, “Keep going!”, “You did it!”. This method leverages emotional and visual feedback that resonates strongly with young learners.

These techniques promote not only motivation but also a sense of partnership between teacher and student. Evaluation becomes a shared experience rather than a hierarchical judgment. Children learn to monitor their own work, identify difficulties, and celebrate progress, which are essential components of metacognitive development. In understanding how to motivate younger students, it is important to consider the social and emotional context of their development. Primary school children are especially sensitive to teacher attitudes, peer relationships, and classroom dynamics. They crave approval, seek social belonging, and respond strongly to positive reinforcement. Moreover, primary education must be about more than acquiring knowledge—it must also prepare students for lifelong learning. Motivation becomes the bridge between knowledge and its application. If students learn to enjoy the learning process, recognize its value, and experience success early, they are more likely to remain engaged in education throughout their lives. Educators must also understand that motivation is not static. It evolves with the learner’s cognitive and emotional maturity. What motivates a seven-year-old may not be effective for a ten-year-old. Therefore, motivational strategies must be age-appropriate and adaptable to the classroom environment. Wagner emphasizes that multilingual children's motivation to read is determined not only by their linguistic identity, but also by their attitude to the various languages they use in everyday life. [ 5.p 317]. The implications of this study are clear: formative assessment must be systematically integrated into daily classroom practice. However, this integration requires teacher training, administrative support, and a shift in educational culture. Teachers must move beyond traditional grading systems and adopt evaluation tools that are developmental rather than punitive. Furthermore, motivation should not be treated as a secondary outcome of teaching. It should be an explicit objective in lesson planning and curriculum design. Active learning strategies- such as games, problem-solving tasks, project-based learning, and peer collaboration- should be employed to enrich the learning experience and stimulate intrinsic interest. Ultimately, the role of the teacher is not to transfer knowledge but to guide, inspire, and enable students to take charge of their own learning journey.

Motivation is the cornerstone of effective learning, especially in the context of primary education and foreign language acquisition. The integration of formative assessment and creative, student-centered evaluation tools offers a promising approach to enhancing motivation in young learners. These strategies help to build not only language competence but also critical skills such as self-reflection, resilience, and goal-setting. Recognizing the emotional and psychological needs of primary students is essential in designing motivational strategies that are both meaningful and sustainable. As modern education continues to evolve, the success of language instruction will depend not only on content and methodology but also on the ability to cultivate a classroom environment where learners feel motivated, valued, and inspired to grow. In the words of Mother Teresa: “We cannot do great things. We can only do small things with great love.” [6. P 26-29] .This philosophy holds profound significance in education, reminding us that even the smallest efforts—when made with care and intention—can shape a student’s future.

1. Aust, L., Schütze, B., Hochweber, J., & Souvignier, E. Effects of formative assessment on intrinsic motivation in primary school mathematics instruction. European Journal of Psychology of Education. 2023. P. 2185–2190.
2. Jiao, Z. Motivations for primary school students in EFL countries to participate during in-person English sessions. Lecture Notes in Education Psychology and Public Media. 2024. P.161–165.
3. Pinskaya, M.A. Formative assessment: assessment in the classroom: studies. manual / M.A. Pinskaya. Moscow: Logos, 2010. P. 264
4. Kang, E. Y. EFL learners’ perceptions and their association with the effectiveness of model texts as a feedback tool. Innovation in Language Learning and Teaching. 2023. P. 52-54.
5. Wagner, C. J. Reading identities across language contexts: The role of language of text and talk for multilingual learners. Journal of Early Childhood Literacy. 2020.P .317
6. Peschetti J. Cameron and Gianna //The Exceptional Parent. – 2015. – Т. 45. – №. 12. – P. 26-29.