Formative Assessment And The Acquisition Of English Grammar In Primary Schools In Yaounde, Cameroon

The acquisition of English grammar remains a major challenge among primary school learners in many multilingual educational contexts, including Cameroon. Despite curriculum reforms and efforts aimed at improving language instruction, learners continue to demonstrate weaknesses in grammatical competence. This study investigated the relationship between formative assessment practices and the acquisition of English grammar among pupils in selected primary schools in Yaoundé VI Sub-Division, Cameroon. Specifically, the study examined the influence of oral tests and written assessments administered during instructional sequences on learners’ grammar acquisition. The study adopted a survey research design involving 19 Level Three teachers selected from six English-speaking primary schools. Data were collected through a structured questionnaire with a reliability coefficient of 0.92 established through the test-retest method. Descriptive statistics and the Pearson ProductMoment Correlation Coefficient were used to analyse the data. Findings revealed a significant positive relationship between oral tests and grammar acquisition (r = .689, p < .01). Similarly, written assessments demonstrated a strong positive relationship with grammar acquisition (r = .829, p < .01). The findings suggest that formative assessment practices enhance learners’ mastery of grammatical structures by providing continuous feedback and opportunities for correction. The study concludes that effective formative assessment significantly contributes to improved English grammar acquisition among primary school learners. Recommendations are made for teachers, curriculum developers, school administrators, and policymakers regarding the integration of formative assessment into language instruction.