Portfolio Self-Assessment Practices and Their Impact on Pre-Intermediate EFL Learners’ Language Proficiency
Subject Areas :
Amir Ramezani
1
,
Mohammadreza Khodareza
2
,
Ramin Rahimy
3
1 -
2 -
3 -
Keywords: Alternative Assessment, Language Proficiency, Learner Autonomy, Metacognition, Portfolio Self-Assessment, Traditional Assessment,
Abstract :
This study rigorously investigates the impact of portfolio self-assessment on the enhancement of English language skills among pre-intermediate English as a Foreign Language (EFL) learners. A quasi-experimental design was employed, comprising a sample of 64 male students, aged between 12 and 15 years, drawn from two intact classes at the Dolat and Mellat Language Institute in Gilan, Iran. The participants were systematically divided into two groups and engaged in a 12-week instructional program: the experimental group (n = 31) was subjected to portfolio self-assessment, whereas the control group (n = 33) adhered to conventional assessment methodologies. To evaluate language proficiency, the American English File 2 Test was administered as both a pre-test and a post-test. The analytical approach consisted of descriptive statistics, Shapiro-Wilk normality tests, paired and independent samples t-tests, and effect size calculations. The analysis of the data revealed that the experimental group demonstrated a statistically significant superiority over the control group in language proficiency, as evidenced by the results (t (62) = 9.920, p < .001, r = .61) across all assessed language skills. Notable were the substantial effect sizes observed in reading (r = .76), listening (r = .34), and writing (r = .27). These findings underscore the efficacy of portfolio self-assessment as a learner-centered strategy that enhances language proficiency, fostering metacognitive awareness. The research highlights the need to integrate reflective assessment methods into EFL pedagogy and calls for further investigation into their long-term implications.
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