Portfolio assessment among upper-intermediate learners: effects on learners’ willingness to communicate, grit tendencies, and motivation

Abstract

In the current research, the impacts of portfolio assessment (PA) on the grit tendencies, motivation, and willingness to communicate (WTC) of Saudi Arabian EFL learners were examined. The population of this study was fifty-eight EFL learners who were assigned to two groups in order to accomplish this purpose. Following that, both groups were given the WTC, grit tendencies, and motivation pre-tests to gauge the participants' proficiency in the dependent variables. After that, the students in the control group received the instruction without the use of PA, while the experimental group (EG) received treatment utilizing PA. Following the treatment, the two groups completed the WTC, grit tendencies, and motivation post-tests. The results revealed differences between the two groups' post-test scores, with the EG performing better. These findings imply that teachers can exploit portfolios to provide their students with relevant content that will help them improve their language proficiency.