The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept

Since the birth of humanistic approaches to language teaching and learning, researchers practitioners directed special attention various psychological factors that interfere with students’ learning. The purpose this study is investigate role portfolio-based assessment practices in enhancing writing self-concept. further explores perceptions portfolio relation their To achieve these objectives, relied on a mixed-method research design sample two independent groups (classes) high school students. One group followed activities reflection techniques, while other stuck regular summative-based tests. results indicate statistically significant difference (p<.005) between groups' level self-concept favor group. also reveal gradual, though non-significant, improvement compared traditional On hand, majority participants were highly positive about its impact