ENGLISH LANGUAGE ACQUISITION THROUGH INPUT AND INTERACTION IN THE LOCAL UZBEKISTON SCHOOL

Abstrak

This article examines the role of classroom-based assessment in second language acquisition through the lens of major theoretical frameworks, particularly Krashen’s Input Hypothesis and Vygotsky’s Zone of Proximal Development (ZPD). Drawing on the author’s formative and summative assessment tasks, the study explores how classroom-based assessment practices support learner development, scaffolded learning, and meaningful input. The article situates classroom-based assessment within the context of English language teaching in Uzbekistan, highlighting its pedagogical value for supporting learner progress and instructional decision-making. The findings suggest that classroom-based assessment, when aligned with sociocultural and input-based theories, plays a crucial role in facilitating language development and learner autonomy.