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VOL. 12, ISSUE 1 (2026)
Innovative language assessment: Promoting learners' motivation, autonomy, and long-term achievement
Authors
Lutfor Rahman Bhuiyan, Mazhar Ali Shahid
Abstract
This paper explores the transformative role of
innovative language assessment in promoting learners’ motivation, autonomy, and
long-term achievement. While traditional approaches often emphasize summative
evaluation offering limited insight into the dynamic processes of language
learning, new models of assessment—such as formative portfolio-based, peer,
self, and technology-enhanced assessments—boldly assist to integrate assessment
with the process of impulsive learning. Drawing on recent literature, practical
classroom experiences, peer discussions and case studies, this article argues
that innovative assessment not only measures performance, but also serves as a
catalyst for learner empowerment, deeper engagement, and sustainable success in
language acquisition. By encouraging learners’ reflection, self-regulation, and
authentic communication, these methods promote learner-centered practices that
align with contemporary educational goals. The discussion reviews theoretical
foundations and case-based evidence while addressing challenges of validity,
reliability, and institutional adaptation and offering recommendations for
educators and policymakers. Finally, it suggests that assessment, when
innovatively designed, can evolve from a passive evaluative mechanism into an
active driver of meaningful educational outcomes.
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Pages:111-116
How to cite this article:
Lutfor Rahman Bhuiyan, Mazhar Ali Shahid "Innovative language assessment: Promoting learners' motivation, autonomy, and long-term achievement". International Journal of English Research, Vol 12, Issue 1, 2026, Pages 111-116
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