Portfolios in the EFL classroom: disclosing an informed practice

Abstract

This article provides an overview of the work carried out over the period of one year with a group of 10th grade students in a Portuguese high school. It argues that by using portfolios in EFL classrooms, the teacher cannot only diagnose the learners’ skills and competences, but also become aware of their preferences, styles, dispositions, and learning strategies, thus being able to adopt a more learner-centred practice. The article first introduces the rationale for the use of portfolios with this group of students. Then it reports on their feedback, categorizing their reflections into four domains. Finally, it draws some preliminary conclusions that suggest how the students’ reflections can help the teacher make informed decisions and choices in the classroom, and also contribute to a greater student involvement in the teaching-learning process, and to more autonomous learners of English.