Portfolios as learning and alternative-assessment tools in EFL context: A review

Abstract

Portfolio, i.e., a collection of evidence for learning progress, has been increasingly employed both as learning and assessment tools in foreign language education. However, prior researchers tend to utilize different theoretical frameworks as well as varying in their implementation procedures. This review firstly reports on the educational affordances and challenges of portfolio-based learning (PoBL) in EFL context. It also proposes a conceptual framework for future PoBL implementation and research based on previously adopted frameworks and empirical findings. An extensive journal search was conducted for selecting empirical papers for this review, resulting in 19 research papers that satisfied the preset criteria. Findings indicated that the commonly adopted theoretical frameworks for PoBL education involved learner-centered approach, self-regulated learning, digital literacy and portfolio as an assessment tool. Previous researchers normally followed seven stages for implementing PoBL programs. As for the educational affordances, PoBL was found to help enhance EFL learners’ foreign language achievements, metacognitive skills, self-regulated learning, assessment literacy and digital skills. Challenges in PoBL employment involves learners’ anxiety, lack of digital competence and the reliability of PoBL as an alternative assessment. Potential methodological issues in previous studies were raised and pedagogical implications for effective PoBL programs discussed.