The Students are Also Invited: Portfolio Assessment and its Impact on EFL Learners' Critical Thinking, Growth Mindfulness, and Autonomy

Abstract

This study investigates the impact of digital portfolio assessment on English as a Foreign Language (EFL) learners' critical thinking, growth mindfulness, and autonomy. Through narratives and interviews, the study explores how digital portfolios influence learners' cognitive processes, mindfulness practices, and self-directed learning behaviors. Drawing on the literature on Computer-Assisted Language Learning (CALL), portfolio assessment, critical thinking, growth mindfulness, and autonomy, the study examines the potential of digital portfolios as a pedagogical tool for enhancing language learning outcomes. The findings revealed that digital portfolio assessment facilitates the development of critical thinking skills by promoting analytical thinking, problem-solving abilities, and higher-order thinking skills among EFL learners. Additionally, digital portfolios fostered growth mindfulness by increasing learners' self-awareness, attention, and intentionality in their language learning experiences. Moreover, digital portfolio assessment empowered learners by promoting self-direction, goal-setting, and self-monitoring skills, enabling them to take ownership of their learning journey. The study concludes by discussing the implications of these findings for language teachers, syllabus designers, materials developers, and policymakers, highlighting the potential of digital portfolio assessment to create inclusive, engaging, and learner-centered language learning environments in EFL education.