Formative Assessment-Based Reflective Learning (Fabrl): As An Effective Approach In Foreign Language Education

This article examines the theoretical and practical significance of the “Formative Assessment-Based Reflective Learning” (FABRL) model in foreign language education. Modern language teaching increasingly emphasizes learner-centered approaches that develop students’ autonomy, reflective thinking, and communicative competence. In this context, formative assessment and reflective learning are considered essential pedagogical tools that support meaningful and sustainable language acquisition. The study analyzes the conceptual foundations of FABRL through the perspectives of formative assessment theory, self-regulated learning, constructivism, and reflective pedagogy. The article also presents practical classroom applications of the model in English as a Foreign Language (EFL) instruction, particularly in speaking, writing, reading, and listening activities. The findings demonstrate that FABRL contributes to increased learner motivation, critical thinking, self-assessment competence, and academic achievement.