The Use of E-portfolio Assessment to Develop EFL Students Essay Writing Performance: The Case of 3rd Year Licence at the University of Sidi Bel Abbes

Abstract

This study investigates the use of electronic portfolios as an alternative formative assessment tool in EFL writing instruction, in response to the increasing role of technology in education and the limitations of traditional assessment methods. Conducted at the English Department of Sidi Bel Abbès University, the research aimed to explore both teachers’ and students’ attitudes toward e-portfolios and to evaluate their effectiveness in developing writing skills. Adopting a mixed-methods approach that combined a case study with an experimental design. First, a preliminary case study was conducted to examine the existing teaching and learning conditions of writing in order to identify learners’ challenges and deficiencies toward writing. Second, the experimental phase involved two groups of third-year EFL students: an experimental group assessed through e-portfolios and a control group evaluated using traditional assessment methods. Teacher and peer feedback were systematically integrated, and data were collected through post-tests and questionnaire. The findings revealed that students assessed through e-portfolios significantly outperformed those evaluated traditionally. While teachers acknowledged the motivational and pedagogical value of e-portfolios, they tended to regard them as supplementary rather than integral components of summative assessment. Students, however, demonstrated more positive attitudes, higher engagement, and increased responsibility for their learning. Overall, the results highlight the importance of emphasizing formative, continuous assessment to enhance learner involvement and improve writing skills in EFL context.