JELT_V7_N3_CS1 Oksana Afitska Journal on English Language Teaching 2249 – 0752 7 3 41 54 Formative Assessment, Learner Self-assessment, Learner Peer-assessment, Teacher Feedback, Primary Education, English as an Additional Language, Classroom-based Research In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, these learners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixedmethods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings. July - September 2017 Copyright © 2017 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=13591