The Impact of Electronic Portfolio Assessment on Iranian EFL Learners’ Proficiency Level Regarding their Metacognitive Awareness

The purpose of the present study was to investigate the impact of electronic portfolio assessment on Iranian EFL learners’ proficiency level regarding their metacognitive awareness. In order for this study to begin its journey, firstly the concepts of metacognition, metacognitive strategies, self-management and self-monitoring as the two types of the strategies, were taught to the students of both groups, though, The concept of portfolio was only taught to the experimental one. In order to check the subjects’ effective use of e-portfolios and metacognitive awareness, eight TOEFL reading comprehension texts were selected and taught to the students. After the teaching period, the researcher gave the subjects ten reading comprehension quizzes and had them answer the questions metacognitively aware. The experimental group kept the results in the folders in their computers which they were are called electronic portfolios. The results of the analyses related to the scores obtained from a post TOEFL test revealed that being metacognitively aware in taking the quizzes proved a progress from the pre-test to the post-test in both control and experimental groups. Moreover, a more significant progress from the pre-test to the post-test proved in the experimental groups’ results due to the use of e-portfolios.