In the digital transformation era, teaching and learning French according to blended learning are increasingly popular in higher education institutions. In the process of learning French, reading is one of the most important skills because it is an effective way to help them master linguistic knowledge and approach many varied cultures in the world. However, the evaluation of reading skill according to the blended system remains a challenge for lecturers. This descriptive study focuses on the analysis of student satisfaction with the formative assessment model in the form of blended learning during French Reading courses at the School of Foreign Languages of Can Tho University based on the following factors: (1) self-study materials (2) end-of-chapter test (3) interaction between lecturers and students, feedback from lecturers. This study employed a questionnaire which was delivered to 82 students of French. The research results confirm that 100% of students appreciate the effectiveness of the formative
assessment model on their learning progress and agree to continue using this model.