In recent years, there has been a growing interest in promoting learner autonomy in language teaching. Learner autonomy refers to the ability of learners to take control of their own learning, to set their own learning goals, and to use their own resources and strategies to achieve these goals. Formative assessment, on the other hand, is a continuous process of gathering and using evidence to support learning. In this article, we will explore how formative assessment supports learner autonomy in English language teaching.