10.57647/jee.2026.0901.01

Self-Assessment Portfolios for Learner Autonomy and Diagnostic Practice in Pre-Intermediate English Language Classrooms: Insights from Iranian Learners and Teachers

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  • Amir Ramezany1,
  • Mohammadreza Khodareza*1,
  • Ramin Rahimy1,
  1. Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran

Received: 2025-07-01

Revised: 2025-12-28

Accepted: 2025-12-30

Published in Issue 2026-03-31

Copyright (c) 2026 Amir Ramezany, Mohammadreza Khodareza, Ramin Rahimy (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Ramezany, A., Khodareza, M., & Rahimy, R. (2026). Self-Assessment Portfolios for Learner Autonomy and Diagnostic Practice in Pre-Intermediate English Language Classrooms: Insights from Iranian Learners and Teachers. Journal of Education Experiences, 9(1). https://doi.org/10.57647/jee.2026.0901.01
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Abstract

This study investigates the perspectives of pre-intermediate English as a Foreign Language (EFL) learners and their instructors regarding the efficacy of self-assessment portfolios in identifying individual strengths and weaknesses over 12 weeks. The research sample comprised 31 EFL students and 12 educators, with coursework based on the American English File 2 textbook. Participants maintained structured reflective journals appropriate for their proficiency level, documenting weekly self-assessments across speaking, listening, reading, and writing skills. Semi-structured interviews were also conducted to capture learner and instructor insights. Employing an inductive thematic analysis design, this qualitative investigation analyzed a total of 372 entries derived from the journals and interview transcripts, utilizing NVivo 12 software for data management. The analysis was carried out in several stages, including initial open coding, axial grouping into sub-themes, and selective refinement into core themes. Findings revealed that portfolios enhanced learners' self-awareness, reflective practices, and skill recognition. Participants reported increased motivation, autonomy, and metacognitive skill development. Educators valued portfolios for instructional guidance and promoting learner accountability. Despite challenges like increased workload and need for clear guidance, both groups recognized portfolio assessment's substantial benefits for deeper learning and critical thinking. These findings underscore self-assessment portfolios' pivotal role in fostering reflective, autonomous learners and advancing EFL teaching and assessment practices.

Keywords

  • Learner autonomy,
  • Learner reflection,
  • Metacognition,
  • Pre-intermediate EFL learners’ proficiency,
  • Self-assessment portfolios,
  • Structured reflective journal,
  • Teacher perceptions
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