Learning-Oriented Assessment in English as a Foreign Language Education: Frameworks, Implementation, and Challenges

This article reviews studies on Learning-Oriented Assessment (LOA) in EFL contexts. Its aim is to investigate how LOA influences assessment practices, supports learner-centered approaches, encourages learner agency, and integrates assessment into the learning process. Based on analysis of 50 primary studies from Asia, the Middle East, and Europe, the review suggests that LOA is often associated with improvements in learners’ self-regulation, motivation, and language proficiency. At the same time, applying LOA in practice presents major problems, including limited teacher training, exam-oriented educational systems, technology-related constraints, and cultural mismatches. Overall, the findings indicate that transformation of EFL classrooms through LOA depends on three key elements: specialized teacher training, context-sensitive frameworks, and the coordinated institutional support.