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All Journal Irfani Al-Lisan LingTera EDUVELOP (Journal of English Education and Development) Jurnal Ilmiah AL-Jauhari Jurnal Studi Islam dan Interdisipliner Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter British: Jurnal Bahasa dan Sastra Inggris Scope: Journal of English Language Teaching Jurnal Eduscience (JES) Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Bahasa Inggris Terapan Register : Journal of English Language Teaching and Learning of FBS UNIMED Al-Lisan: Jurnal Bahasa Madani: Jurnal Pengabdian Ilmiah. Journal of English Language Teaching, Linguistics, and Literature Studies Journal of English Teaching and Linguistic Issues (JETLI) Journal of Innovative and Creativity Huele: Journal of Applied Linguistics, Literature and Culture LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Habibie, Alvons
English Education Study Program, IAIN Sultan Amai Gorontalo, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Portfolio-Based Assessment in EFL Contexts: A Systematic Literature Review Alvons Habibie; Adimawati Helingo; Titin Suhartini Kaaba; Hasan Ayuba
Huele: Journal of Applied Linguistics, Literature and Culture Vol 6 No 1 (2026): Huele: Journal of Applied Linguistics, Literature and Culture (In Press)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v6.i1.p25-35

Abstract

This review summarizes research on digital portfolio-based assessment in EFL to address gaps in knowledge about teaching benefits, technology tools, student involvement, cross-cultural use, and assessment methods. Following PRISMA 2020 guidelines, fifty highly relevant studies published between 2016 and 2025 were systematically identified, screened, and analyzed using thematic and chronological synthesis frameworks. Findings indicate that digital portfolios significantly enhance language skills, self-regulated learning, and reflective practices while supporting formative assessment through multimodal feedback. However, technological barriers, increased workload, and inconsistent instructional design limit their effectiveness. Diverse platforms including Facebook, Google Sites, Edmodo, Moodle, and AI-integrated tools such as Notion AI facilitate accessibility and collaboration but face infrastructural and digital literacy challenges. Cross-cultural variations underscore the need for context-specific training and policy support. The review concludes by calling for standardized assessment frameworks, longitudinal research designs, and targeted teacher professional development to optimize the implementation of digital portfolios in global EFL education.
Co-Authors Abdul Kadir Ismail Adimawati Helingo Adinawati Helingo Andi Nurwati Bajwa, Shahla Bhatti, Muhammad Safdar Brianto, Rico Datungsolang, Fadila Amalia Datunsolang, Fadila Amalia Enni Akhmad Enni Akhmad, Enni Harni Jusuf Hasan Ayuba Hasan Ayuba, Hasan Helingo, Adimawati Hussain, Sabir Ilham Yusuf, Ilham Ismail, Abdul K. Jhems Richard Hasan Jhems Richard Hasan Jhems Richard Hasan Jhems richard hasan Kaaba, Titin Suhartin karmila karmila Lukman Arsyad Malik, Harto S. Mariaty Podungge Nabu, Andiani Rezkita Noreen , Shaista Pakaja, Marina Rasuna Talib Rusli, Sucitra Sintiya Daud Titin Suhartini Kaaba Wiyanti Wiyanti