Abstract
This study investigates students' foreign language anxiety in oral examinations and proposes Formative Oral Assessment (FOA) as an assessment-based intervention, aimed at reducing anxiety and improving assessment fairness and feedback quality. While anxiety remains a central construct, the revised abstract foregrounds assessment implications rather than emotional outcomes, arguing that FOA can restructure oral examination practice and support learning-centred evaluation. The research combines theoretical analysis with an empirical study involving students aged 11-15. Through surveys and classroom observations, we examine how feedback, peer assessment, and self-reflection practices affect motivation, participation, and emotional states. The research findings highlight the positive correlation between formative assessment and reduced emotional distress, along with increased engagement. The study recommends wider implementation of formative strategies to support not only academic but also emotional development in school.