Asian Journal of Language, Literature and Culture Studies

Formative assessment is intended to inform instructional decisions and support learners’ development, yet the relationship between teachers’ beliefs and their implementation in adult English for Specific Purposes (ESP) writing classes remains insufficiently documented. This qualitative exploratory study examined one ESP teacher’s perceptions of formative assessment and how these perceptions were reflected in her instructional practices in a Functional Skills class at an adult education institute in London, United Kingdom. Data were collected over 16 weeks using a background questionnaire, eight semi-structured interviews, instructional materials posted on Google Classroom, and the teacher’s written feedback on students’ texts. Interview transcripts were analysed thematically, and the identified themes were compared with documentary evidence of classroom planning and feedback practices. Four interrelated perceptions emerged: communicating learning goals, tailoring instruction to learners’ needs, adapting feedback to learners’ needs, and encouraging learner autonomy. The instructional materials indicated that the teacher shared assessment criteria and learning objectives, used model texts and preparatory activities, and provided opportunities for reviewing common errors. Comments on students’ writing reflected feedback aimed at clarifying task goals, scaffolding revisions, and prompting independent evaluation through indirect feedback and questions. Overall, the findings suggest a close alignment between the participating teacher’s reported beliefs and the formative assessment practices visible in the collected materials. The study offers context-specific insights for adult ESP writing instruction without establishing effects on learners’ subsequent writing performance.