EFL Students’ Perceptions of Reading Portfolios and Teacher Feedback on Reflective Writing

Portfolio assessment is widely regarded as a reliable tool for language evaluation, yet research on its long-term impact on students’ linguistic and personal development remains limited. This study explores EFL students’ perceptions of the benefits of reading portfolio assessment and the effectiveness of teacher-written and oral corrective feedback on reflective writing. Specifically, it investigates how reading portfolio assessment contributes to students’ reading, writing, and personal development skills, as well as their preferences for different corrective feedback techniques. A total of 116 EFL students from two reading classes participated in the study, with 52 students in the pilot study and 64 in the formal study. Data were collected through a four-dimensional questionnaire, teacher feedback on reflective writing, and three open-ended questions. Analysis of pre- and posttest scores indicated that students perceived reading portfolio assessment as beneficial for improving their reading comprehension, writing skills, and personal development. In terms of corrective feedback, 60% of the responses preferred metalinguistic explanations, while 19% favored direct feedback. The findings highlight the pedagogical value of reading portfolios and the role of corrective feedback in fostering students’ reflective writing skills. The study offers insights for educators seeking to enhance students’ engagement with portfolio assessment and optimize feedback strategies. Future research should further explore how reading portfolios can be adapted to diverse EFL contexts to maximize their long-term effectiveness.