Moroccan EFL Teachers' Perceptions towards the Portfolio Task Assignment as a Pedagogical Tool for Enhancing Critical Thinking Skills

Abstract

The main aim of this study is to examine teachers’ perceptions of using the portfolio task assignment as an instructional tool to develop students’ critical thinking skills. It seeks to explore the factors shaping these attitudes, particularly teachers’ training and classroom experience with portfolio-based practices. In addition, the study evaluates the effectiveness of portfolio tasks in enhancing the critical-thinking abilities of Moroccan middle-school learners. By analysing students’ engagement with portfolio activities, it aims to determine the extent to which such tasks support their capacity to think critically, solve problems, and interpret information. This study is significant because it contributes to the growing body of knowledge on the use of portfolio-based assessment to foster critical thinking among early adolescent learners. Given that these students are at the initial stages of English language learning, the study also considers the added challenges they face in developing language proficiency and higher-order thinking skills simultaneously. Ultimately, the study seeks to deepen understanding of the pedagogical value of portfolio task assignments and their role in promoting critical thinking in middle school contexts, while also offering insights that may help improve teaching practices and educational outcomes in this area.