Abstract:

In foreign language learning at proficiency levels A1 and A2, solid formal linguistic preparation is essential for supporting the development of comprehensive foreign language competence and preventing the early fossilization of errors. Accurate assessment of student progress at these initial stages is therefore a critical component of effective pedagogy. Drawing on distinctions between formative and summative assessment, this study examines how formative assessment practices can support the development of morphosyntactic competence in beginner learners of Japanese language.

The research focuses on undergraduate students enrolled in an accredited introductory Japanese language program and addresses a specific linguistic area that consistently poses challenges to beginner learners: the declension patterns of Japanese adjectives. These structures present a significant source of early grammatical difficulty and offer a meaningful setting for investigating learner progress.

The study employs the essay as a form of formative assessment, allowing students to demonstrate emerging morphosyntactic competence while receiving targeted feedback essential for improvement. Quantitative and qualitative analyses of essay performance are compared with outcomes from a summative final assessment, with the aim of determining the extent to which formative writing tasks can predict later achievement. The research was conducted from September 2024 to August 2025 with a sample of full-time students enrolled in an accredited undergraduate degree program in Japanese Language and Culture.

By exploring the relationship between these two assessment types, the study contributes to a deeper understanding of how formative feedback can enhance early-stage language acquisition and support learners’ progress before summative evaluations are administered.

Keywords:

Formative assessment, Morphosyntactic competence, Essay writing, Japanese as a foreign language.