Author: Abdelwahab Abdelrahim Hamid

Abstract: This study aimed to analyze the inclusion of physical writing portfolios among developing EFL learners writing skills and follow its impact. The study raised the following questions: To what extent does the portfolio help students of Shariaa and Law at Tabuk University develop their writing skills and encourage academic progress? Is this progress evident within their writing? Is the portfolio design easy and clear to follow? Does the content of the portfolio match the students’ needs to develop their writing skills? Does teacher feedback help students regarding skills development? Providing answers to these questions by examining the results of the targeted audience, this study demystifies the degree of portfolio effectiveness and its relationship with how developing learners focus their skills at the foundation program for Shariaa and Law students at Tabuk university. The study revealed that keeping a consistently updated writing portfolio has a great impact on the progress of EFL students’ writing skills. Moreover, the content, design, writing stages, and feedback given to students, complete with pre-writing vocabulary exercises, plays a vital role in clarifying writing assignments to students and offers them an effective solution to become more engaged with their own self-improvement. The study also concluded that face-to-face interaction between students and their instructor proves to be vital towards improving guidance strategy, benefitting both parties as this method allows instructors to exchange information more acutely regarding how each student can individually improve.

Keywords: assessment, criteria, feedback, portfolio, progress

Article Info: Received: 07 Jun 2025; Received in revised form: 04 Jul 2025; Accepted: 08 Jul 2025; Available online: 12 Jul 2025

DOI: 10.22161/ijels.104.15