Transforming EFL Writing Pedagogy: A Comprehensive Review of Portfolio and Dialogue Journal Assessments

The paradigm in L۲ writing assessment has progressively shifted from traditional, summative testing towards alternative, formative approaches that are integrated with instructional processes. This comprehensive review article critically examines the implementation and efficacy of two prominent alternative assessment methods-portfolio assessment and dialogue journal writing-within the domain of English as a Foreign Language (EFL) writing pedagogy. By synthesizing theoretical foundations and empirical evidence from a substantial body of literature (n=۴۸ peer-reviewed sources), this paper delineates the defining characteristics, procedural frameworks, and pedagogical ramifications of each method. The analysis reveals that portfolio assessment systematically cultivates learner autonomy, metacognitive reflection, and a documented trajectory of writing development. Conversely, dialogue journal writing effectively promotes writing fluency, reduces affective barriers, and fosters an authentic, communicative writer-reader relationship. While both approaches offer significant advantages over traditional methods, they present distinct challenges, particularly regarding time investment and assessment reliability. The review concludes that the strategic selection between these tools should be guided by specific instructional objectives, learner profiles, and contextual constraints. The paper culminates in practical implications for EFL instructors, curriculum developers, and teacher educators, advocating for the informed adoption of these assessments to create more dynamic, student-centered writing classrooms.

کلیدواژه ها:

Alternative Assessment ، EFL Writing ، Portfolio Assessment ، Dialogue Journal ، Learner Autonomy ، Writing Fluency ، Pedagogical Implications