PORTFOLIO ASSESSMENT IN ENGLISH LANGUAGE LEARNING: ENHANCING STUDENTS’ PERFORMANCE AND AUTONOMY

Authors

  • Feruza Toshboyeva Chorshanbi qizi Termiz State Pedagogical Institute Faculty of Foreign Languages Department of Preschool and Primary Education in Foreign Language Author

Keywords:

Portfolio Assessment, English Language Teaching, Student Autonomy, Formative Assessment, Learner Engagement

Abstract

Portfolio assessment is an innovative approach in English language teaching that allows educators to evaluate students’ progress over time. Unlike traditional testing methods, portfolios provide a comprehensive view of learners’ skills, creativity, and self-reflection. This study examines the benefits, challenges, and practical implementation of portfolio assessment in English classrooms. Results indicate that portfolio assessment promotes student autonomy, motivation, and engagement while offering teachers a holistic evaluation of learning outcomes.

References

1. Barrett, H. (2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 51(7), 607-620.

2. Chong, S. L., & Choy, D. (2011). Portfolio assessment in language learning. Language Teaching Research, 15(3), 289–305.

3. Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5),

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Published

2025-11-17

Issue

Vol. 2 No. 4 (2025): THEORY OF SCIENTIFIC RESEARCHES OF WHOLE WORLD

Section

Articles