USE OF E-PORTFOLIO TO ASSESS EFL LEARNERS’ CRITICAL THINKING SKILLS CASE OF 1st YEAR EFL STUDENTS AT THE UNIVERSITY OF TLEMCEN

Abstract

It should come as no surprise to all educators -teachers, researchers, and graduate students - that the world of language education is changing consistently; bringing to light new demands and new academic and life skills. Consequently, living in the 21 st century makes it inconceivable to keep following the same teacher-centred approach. Thus a shift to learner-centred approach is considered the hallmark of this new era; especially in postsecondary education. Yet, the emphasis of such approach with regard to autonomy and self assessment is still not deemed in our schools and colleges. In this essence, the teaching of the 21 st century skills and most precisely critical thinking and Information and Communication Technologies (ICT’s) in our English as a Foreign Language (EFL) classroom is needed now more than ever; in order to raise EFL students’ intellectual armor. Critical thinking needs to be nurtured through engaging EFL students’ minds in best practices to allow them to see the world, or crucial aspects of it, anew. Then, thanks to ICT and exactly electronic portfolio, the assessment of those skills might be achieved. Traditional education models can no more satisfy the novel urgent demands required in EFL instruction especially at the level of university. Hence, using e-portfolio as an ICT pedagogical tool is the kind of innovation; not only in teaching but also in testing; that would transform the student from a passive learner into an active learner. Accordingly, as such, involving the EFL students in that active role is the basis for cultivating them to rely on themselves via assessing their improvement in an autonomous way and eventually prompt their critical thinking abilities.