Beyond Traditional Summative Testing: Investigating the Effect of Portfolio Assessment on Students’ Writing Engagement in EFL Classrooms
Keywords:
Summative Writing Achievement Tests, Portfolio-Based Writing Assessment, Behavioral Engagement, Cognitive Engagement, Affective Engagement, Students’ AttitudesAbstract
Although traditional assessment methods still dominate in many EFL contexts, there is increasing interest in more dynamic assessment alternatives that can enhance students’ engagement in learning. This study aims to examine the effect of portfolio assessment (PA) compared to summative achievement tests (SATS) on the behavioral, cognitive, and affective writing engagement of Moroccan EFL students. To achieve this purpose, the study recruited two intact high school student groups. One group served as the experimental group, and the other served as the control group. The experimental group received portfolio-based writing assessment activities, while the control group received traditional summative writing achievement tests. The data were collected using a multidimensional engagement scale along with students’ reflective reports. The findings showed that the experimental group outperformed the control group in the three engagement dimensions. Furthermore, the experimental group achieved a statistically significant improvement between the pre- and post-stages of the study, particularly at the behavioral and cognitive levels. Additionally, the qualitative evidence indicated that the majority of students were highly satisfied with PA as a means for boosting various aspects of writing engagement. These results suggest that PA can help create a more engaging and supportive assessment environment that better aligns with the iterative and complex nature of writing and the diverse needs of learners.
References
Abouabdelkader, S. (2018). Moroccan EFL university students’ composing skills in the balance: Assessment procedures and outcomes. In Assessing EFL writing in the 21st century Arab world: Revealing the unknown (pp. 79-109). Cham: Springer International Publishing. 10.1007/978-3-319-64104-1_4
Al-Hawamdeh, B. O. S., Hussen, N., & Abdelrasheed, N. S. G. (2023). Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy. Language Testing in Asia, 13(1), 12. https://doi.org/10.1186/s40468-023-00225-5
Al-Qadi, K., & Smadi, Q. (2014). The effect of group work and portfolio in writing activities on developing the linguistic and discourse competences of the EFL students at Al Al-Bayt University. Journal of Education and Practice, 5(15), 155-161.
Almutlaq, S. A. (2024). Buffering the Effects of Students’ Perceived Task Difficulty on Cognitive Engagement in EFL Writing Classrooms: The Role of Foreign Language Enjoyment and Growth Mindset. Journal of Language Teaching & Research, 15(5). https://doi.org/10.17507/jltr.1505.09
Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New directions for Teaching and Learning, 74, 5-16. https://doi.org/10.1002/tl.7401
Assefa, Y., Tilwani, S. A., Moges, B. T., & Majeed, H. (2025). Unpacking student engagement and its mediating role in predicting the relationship between self-determination and academic satisfaction among undergraduate students in higher education. Social Sciences & Humanities Open, 12, 101797. https://doi.org/10.1016/j.ssaho.2025.101797
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002
Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change: The Magazine of Higher Learning, 43(1), 38–43. https://doi.org/10.1080/00091383.2011.533096
Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15(3), 194-203. https://doi.org/10.1016/j.asw.2010.08.001
Badiozaman, A. (2012). A study on the relationship between Malaysian learners' self-concept in academic writing and their engagement in one higher learning institution: a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand [Doctoral dissertation, Massey University]. https://mro.massey.ac.nz/handle/10179/4090
Bouziane, A. (1999). Towards a curriculum of EFL writing in Morocco. In M. Ahellal, O. Marzouki, & M. Najbi (Eds.), EFT curriculum: New challenges, new solutions (pp. 6-18). Rabat: MATE.
Bozorgian, H., Kazemi, M., Deylami, K., & Nushi, M. (2024). The impact of google-drive e-portfolio assessment on EFL learners’ attitudes and emotions. Computers and Composition, 73, 102866. https://doi.org/10.1016/j.compcom.2024.102866
Brown, H. D. (2004). Language Assessment: Principles and classroom practices. New York: Pearson Longman.
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. http://dx.doi.org/10.1016/j.stueduc.2014.03.002
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. SAGE Publications.
Claro, A. C., Lamosao, D. P., Abijay, G. M., Suarez, A. P. A., & Naparan, G. B. (2025). Dealing with the vocabulary difficulties of BSED English students in reading literary texts. Journal of English as a Foreign Language Teaching and Research, 5(2), 19–36. https://doi.org/10.31098/jefltr.v5i2.3320
Do, H. M. (2023). Pedagogical benefits and practical concerns of writing portfolio assessment: Suggestions for teaching L2 writing. TESL-EJ, 27(1). https://www.tesl-ej.org/wordpress/issues/volume27/ej105/ej105a4/
El Assri, A., & Hdouch, Y. (2024). The effects of institutional practices on student engagement: A case study of Allal El Fassi High School. Korasat Al-Tarbiyah, 1(1), 1–15. https://journals.imist.ma/index.php/korasat/article/view/922
Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education, 5(1), 1450918. https://doi.org/10.1080/2331186X.2018.1450918
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter?. In Handbook of research on student engagement (pp. 97-131). Boston, MA: Springer US.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Gebrekidan, H. (2023). Effects of portfolio-based assessment on EFL students' conceptions of writing. Cogent Education, 10(1), 2195749. https://doi.org/10.1080/2331186X.2023.2195749
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London Falmer Press.
Guo, H., & Li, D. (2024). The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners: A Mixed Methods Study. Sage Open, 14(2). https://doi.org/10.1177/21582440241257697
Genesee, F. & Upshur, J. (1996). Classroom-based evaluation in second language education. Cambridge University Press.
Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked Questions. In J. Richards and W. A. Renandya (Eds.) Methodology in language teaching. An anthology of current practice. Cambridge: Cambridge University Press.
Ghaicha, A., & Omarkaly, E. (2018). Alternative assessment in the Moroccan EFL classrooms: teachers’ conceptions and practices. Higher Education of Social Science, 14(1), 56-68. http://dx.doi.org/10.3968/10161
Godwin, K. E., Seltzer, M., & Seltzer, S. (2016). Off-task behavior in elementary school children. Learning and Instruction, 43, 1–10. https://doi.org/10.1016/j.learninstruc.2016.02.001
Gonzalez, J. A. (2009). Promoting student autonomy through the use of the European Language Portfolio. ELT journal, 63(4), 373-382. https://doi.org/10.1093/elt/ccn059
Gottlieb, M. (1995), “Nurturing Student Learning Through Portfolios”, TESOL Journal, 5, 12-14.
Grabe, W. & Kaplan, R. B. (1996). Theory and Practice of Writing: An applied linguistic perspective. Essex: Longman.
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice. Theory, Research. Cresskill, NJ: HamptonPress.
Hassaskhah, J., & Sharifi, A. (2011). The role of portfolio assessment and reflection on process writing. Asian EFL Journal, 13(1).
Ibrahim, K. A. A., & Rakhshani, Y. (2024). Portfolio assessment among upper-intermediate learners: Effects on learners’ willingness to communicate, grit tendencies, and motivation. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 36. https://doi.org/10.1186/s40862-024-00257-1
Hung, S. T. A. (2006). Alternative EFL assessment: Integrating electronic portfolios into the classroom [Doctoral dissertation, Indiana University]. https://search.proquest.com/openview/44df2ae210229d43d9731b8453469c0c/1?pq-origsite=gscholar&cbl=18750&diss=y
Hyland, K. (2009). Teaching and researching writing. Pearson Education Limited.
Khasawneh, M. A. S., Aladini, A., Assi, S. A., & Ajanil, B. (2025). Portfolio assessment in AI-enhanced learning environments: a pathway to emotion regulation, mindfulness, and language learning attitudes. Language Testing in Asia, 15(1), 5. https://doi.org/10.1186/s40468-025-00345-0
Klenowski, V. (2002). Developing portfolios for learning and assessment: processes and principles. Routledge Falmer, London.
Lam, R. (2018). Portfolio assessment for the teaching and learning of writing. Springer. https://doi.org/10.1007/978-981-13-1174-1
Larsari, V. N., Dhuli, R., & Koolai, Z. D. (2023). An investigation into the effect of self-assessment on improving EFL learners’ motivation in EFL grammar achievements. Journal of English as a Foreign Language Teaching and Research, 3(1), 44–56. https://doi.org/10.31098/jefltr.v3i1.1358
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An International Journal, 46(3), 517–528. https://doi.org/10.2224/sbp.7054
Lotfi Gaskaree, B., & Chahkandi, F. (2025). Fostering Three-Way Mutuality: A Framework for Actualizing Assessment as Learning. Journal of Research in Applied Linguistics. 10.22055/rals.2025.47318.3326
Mak, W. W. P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
Mamad, A., & Vígh, T. (2021). Moroccan EFL public high school teachers’ perceptions and self-reported practices of assessment. Journal of Language and Education, 7(3), 119–135. https://doi.org/10.17323/jle.2021.12067
Mattson, S. L. (2018). On-task behavior for students in a resource classroom setting: Effects of activity schedules on on-task behavior [Master’s thesis, Utah State University].
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Ministry of National Education. (2007). English language guidelines for secondary schools: common core, first year, and second year baccalaureate. Rabat: Author.
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2025). Empowering students’ agentive engagement through formative assessment in online learning environment. International Journal of Educational Technology in Higher Education, 22(1), 9. https://doi.org/10.1186/s41239-024-00498-7
Naka, L. (2025). Portfolio as an assessment tool: Impact on student participation and improvement in EFL learning. International Journal of Language Testing, 15(2), 134–152. https://doi.org/10.22034/ijlt.2025.506151.1419
Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English language teaching, 4(2), 231-241. 10.5539/elt.v4n2p231
Nguyen, L. Q., & Le, H. V. (2025). EFL Learners’ Engagement and Academic Performance in AI-assisted Project-Based Language Learning: A Mixed-Methods Approach. Journal of Research in Applied Linguistics.10.22055/rals.2017.13097
Nosratinia, M., & Abdi, F. (2017). The comparative effect of portfolio and summative assessments on EFL learners' writing ability, anxiety, and autonomy. Journal of Language Teaching and Research, 8(4), 823–832. https://doi.org/10.17507/jltr.0804.24
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3182-X, $17.95; hardcover: ISBN-0-8077-3183-8, $38).
Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL students. Journal of Language and Linguistic Studies, 3(2), 218-236. https://izlik.org/JA92UJ94JB
O’Malley, J.M., & Pierce, L.V. (1996). Authentic assessment for English language: Practical approaches for teachers. Boston, Ma: Addison Wesley.
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio. Educational leadership, 48(5), 60-63.
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72. https://doi.org/10.1017/S0267190515000094
Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia, 12(1), 7.
Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford American English.
Ranjbarvahed, F., Abbasian, G. R., & Mowlaie, B. (2024). Portfolio Assessment-Led Engagement, Study and Activation (ESA) Mechanism in Writing Class: Focus on Emotive Dimensions. Journal of English Language Pedagogy and Practice, 17(1), 253-284. https://doi.org/10.71586/jal.2024.10291188750
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer. https://doi.org/10.1007/978-1-4614-2018-7_13
Rezadoust Siah Khaleh Sar, H., Khalili Sabet, M., Mahdavi Zafarghandi, A., & Hassaskhah, J. (2024). Iranian teachers’ and learners’ attitudes towards the use of e-portfolio in second language speaking assessment. Language Testing in Asia, 14(1), 61. https://doi.org/10.1186/s40468-024-00335-8
Romova, Z., & Andrew, M. (2011). Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language. Assessing Writing, 16(2), 111-122. https://doi.org/10.1016/j.asw.2011.02.005
Saqr, M., López-Pernas, S., Helske, S., & Hrastinski, S. (2023). The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study. Computers & Education, 199, 104787. https://doi.org/10.1016/j.compedu.2023.104787
Solekhah, H., Kutni, I. D., & Pamungkas, A. B. (2023). Student's Engagement and Perception of Gamification in Mathematics. International Journal of Theory and Application in Elementary and Secondary School Education, 5(2), 255-266. https://doi.org/10.33830/ijtaese.v5i2.1430
Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: a powerful alternative?. Journal of second language writing, 11(1), 49-72. https://doi.org/10.1016/S1060-3743(02)00053-X
Sun, P. P., & Zhang, L. J. (2024). Investigating the effects of Chinese university students’ online engagement on their EFL learning outcomes. Asia-Pacific Education Researcher, 33(4), 747–757. https://doi.org/10.1007/s40299-023-00800-7
Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching, 5(5), 138-147. http://dx.doi.org/10.5539/elt.v5n5p138
Tyas, P. A. (2020). Promoting students' autonomous learning using portfolio assessment in EFL writing class. JEES (Journal of English Educators Society), 5(1), 75-81. https://doi.org/10.21070/jees.v5i1.379
Veiga, F. H., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement: A review of instruments with psychometric qualities. https://pdfs.semanticscholar.org/4b22/a0fbc3b8df636f240aab5bd9baafad792bb4.pdf.
Weigle, S. C. (2002). Assessing Writing. Cambridge University Press.
Xu, X., Shi, Z., Bos, N. A., & Wu, H. (2023). Student engagement and learning outcomes: an empirical study applying a four-dimensional framework. Medical Education Online, 28(1). https://doi.org/10.1080/10872981.2023.2268347
Yastibas, A. E., & Yastibas, G. C. (2015). The use of e-portfolio-based assessment to develop students’ self-regulated learning in English language teaching. Procedia-social and behavioral sciences, 176, 3-13. https://doi.org/10.1016/j.sbspro.2015.01.437
Yazici, Y., & Uçar, S. (2021). Learners’attitudes towards portfolio assessment: a study on elt and ell students. European Journal of Education Studies, 8(12). http://dx.doi.org/10.46827/ejes.v8i12.4060
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62, 129-141. https://doi.org/10.1016/j.stueduc.2019.06.002
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
Published
Citation Check
How to Cite
Issue
Section
License
Copyright (c) 2026 elmostafa omarakly
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
Journal of English as A Foreign Language Teaching and Research has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Journal of English as A Foreign Language Teaching and Research objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (Journal of English as A Foreign Language Teaching and Research ).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive lisence, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching and Research.
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or Journal of English A Foreign Language Teaching and Research upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of Journal of English A Foreign Language Teaching Research .
8. Miscellaneous
Journal of English A Foreign Language Teaching Research will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and Journal of English A Foreign Language Teaching Researcht or its sublicensee has become obligated to have the article published. Journal of English A Foreign Language Teaching Research may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.
