References
Abrar-ul-Hassan, S., Douglas, D., & Turner, J. (2021). Revisiting second language portfolio assessment in a new age. System, 103, 102652. https://doi.org/10.1016/j.system.2021.102652
Ali, A., & Kaivanpanah, S. (2024). Writing assessment literacy in an EFL context: Insights from Iraqi Kurdish teachers. Applied Research on English Language, 13(1), 55-78. https://doi.org/10.22108/are.2024.140081.2205
Baartman, L., Baukema, H., & Prins, F. (2022). Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment & Evaluation in Higher Education, 48(5), 598–612. https://doi.org/10.1080/02602938.2022.2100875
Bader, M., Burner, T., Iversen, S., Hoem, S., Verga, Z. (2019) Student perspectives on formative assessment as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017- https://doi.org/1028. 10.1080/02602938.2018.1564811
Biglari, A., Izadpanah, S., & Namaziandost, E. (2021). The effect of portfolio assessment on Iranian EFL learners’ autonomy and writing skills. Education Research International, 4106882. https://doi.org/10.1155/2021/4106882
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43, 139-149. https://doi.org/10.1016/j.stueduc.2014.03.002
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(1), 313-335. https://doi.org/10.1016/jslw.2004.07.001.
Cheng, Y. Y. (2020). Academic self-efficacy and assessment. Educational Psychology, 40(4) 389-391. https://doi.org/10.1080/01443410.2020.1755501.
Condon, W., & Hamp-Lyons, L. (1994). Maintaining a portfolio-based writing assessment: Research that informs program development. In L. Black, D. A. Daiker, J. Sommers, & G. Stygall (Eds.), New directions in portfolio assessment (pp. 277-285). Boynton/Cook.
Crusan, D., Plakans, L., Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
Ellison, L., & Jones, D. (2018). First year law students: the impact of assessment type on attainment. Assessment & Evaluation in Higher Education, 44(2), 283–293. https://doi.org/10.1080/02602938.2018.1496398
Esfandiari, R., & Meihami, H. (2017). Impact of direct corrective feedback (DCF) through electronic portfolio (EP) platform on the components of Iranian EFL learners’ writing across levels of language proficiency. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 36(2), 39-74. https://doi.org/10.22099/jtls.2017.24570.2204
Faravani, A., & Atai, M. R. (2015). Portfolio Assessment and the enhancement of higher order thinking through multiple intelligence and dialogic feedback. Issues in Language Teaching, 4(1), 25-1. https://doi.org/10.22054/ilt.2015.3188
Ghafari Mejlej, M. (2024). A qualitative analysis of teachers' beliefs about student evaluation and its relationship with academic failure: A case study of elementary teachers in Kelardasht. Innovation in Teaching, Learning and Evaluation, 1(1), 15-28. https://doi.org/10.22034/jitle.2024.200364 (in Persian)
Hammad Al-Rashidi, A., Vadivel, B., Ramadan Khalil, N., & Nirvana, B. (2023). The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity. Language Testing in Asia, 13, 24. https://doi.org/10.1186/s40468-023-00237-1
Hashemian, M., & Fadaei, B. (2013). Fostering EFL learners’ autonomy in light of portfolio assessment: Exploring the potential impact of gender. Iranian Journal of Language Teaching Research, 1(2), 135-151.
Heidarzadi, M., Barjasteh, H., & Nasrollahi Mouziraji, A. (2021). Predictors of writing anxiety in English: Testing a model based on selfregulated learning skills and epistemological beliefs. Iranian Journal of English for Academic Purposes, 11(2), 16-37.
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2016). Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4), 716-729. https://doi.org/10.1080/07294360.2016.1238881
Lam, R. (2018). Understanding assessment as learning in writing classrooms: The case of portfolio assessment. Iranian Journal of Language Teaching Research, 6(3), 19-36. https://doi.org/10.30466/ijltr.2018.120599
Lam, R. (2019). Writing portfolio assessment in practice: individual, institutional, and systemic issues. Pedagogies: An International Journal, 15(3), 169-182. https://doi.org/10.1080/1554480X.2019.1696197
Lam, R. (2020). Why reinvent the wheel? E-portfolios are for learning. ELT Journal, 74(4), 488-491. https://doi.org/10.1093/elt/ccaa049
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49-61. https://doi.org/10.1093/elt/ccx012
Mak, P., & Wong, K. M. (2024). Realizing the sustainability of portfolio assessment in second-language writing. RELC Journal, Advance Online Publication. https://doi.org/10.1177/00336882241235955
Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan university students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1), 2040697. https://doi.org/10.1080/2331186X.2022.2040697
Rabadi, R. I., & Rabadi, A. D. (2020). Do medical students experience writing anxiety while learning English as a foreign language? Psychology Research and Behavior Management, 13, 883-893. https://doi.org/10.2147/PRBM.S276448
Rahimi, S., Ghonsooly, B., & Rezai, A. (2021). An online portfolio assessment and perception study of Iranian high school students’ English writing performance during the COVID-19 pandemic. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 197-231. https://doi.org/10.22099/jtls.2021.39788.2946
Rahmatipasand, S. Z., Afraz, S., & Razmjoo, S. A. (2022). Iranian EFL learners' writing problems: developing a context-sensitive framework to practice writing. Journal of Foreign Language Research, 12(1), 49-73. https://doi.org/10.22059/jflr.2021.320697.822
Rajabpour, A. (2021). Students’ and teachers’ views on the portfolio component of the English foundation programme. Applied Research on English Language, 10(3), 25-46. https://doi.org/10.22108/are.2020.120506.1515
Rezai, A., Rahul, D. R., Asif, M., Omar, A., Reshad Jamalyar, A. (2022). Contributions of e-portfolios assessment to developing EFL learners’ vocabulary, motivation, and attitudes, Education Research International, 5713278. https://doi.org/10.1155/2022/5713278
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL learners. Sage Open, 9(4), 1-13. https://doi.org/10.1177/2158244019894289
Saedpanah, E., & Mahmoodi, M. H. (2020). Critical thinking, writing strategy use, L2 writing anxiety and L2 writing performance: What are the relations? Journal of English Language Teaching and Learning, 12(25), 239-267. https://doi.org/10.22034/elt.2020.10683
Saghaieh Bolghari, M., & Aghaalikhani, H. (2019). Integrating Portfolio-assessment into the writing process: Does it affect a significant change in Iranian EFL undergraduates’ writing achievement? A mixed-methods study. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 38(2), 171-195. https://doi.org/10.22099/jtls.2020.35142.2744
Steen-Utheim, A., & Hopfenbeck, T. N. (2018). To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design. Assessment & Evaluation in Higher Education, 44(1), 80-96. https://doi.org/10.1080/02602938.2018.1476669
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. doi.org/10.1016/j.system.2020.102221.
Taghizadeh, M., Mazdayasna, G. (2022). Language assessment courses: An investigation of the course instructors’ pedagogical and assessment practices. Education Research International, 4597876. https://doi.org/10.1155/2022/4597876
Taheri, M., & Mashhadi Heidar, D. (2019). Portfolio assessment and EFL learners' writing ability: Does self-regulation have a role to play? Issues in Language Teaching, 8(2), 83-107. https://doi.org/10.22054/ilt.2020.47522.437
Waked, A., El Alaoui, K., & Pilotti, M. A. E. (2023). Second-language writing anxiety and its correlates: A challenge to sustainable education in a post-pandemic world. Cogent Education, 10(2), 2280309. https://doi.org/10.1080/2331186X.2023.2280309
Zhang, X. (2019). Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources. International Journal of Educational Technology in Higher Education, 16, 18. https://doi.org/10.1186/s41239-019-0149-y
Zheng, Y., & Xu, J. (2023). Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages. Assessment & Evaluation in Higher Education, 48(8), 1240–1253. https://doi.org/10.1080/02602938.2023.2219431
Zohrabi, M., & Nasirfam, F. (2024). The use of assessment for learning rather than assessment of learning in EFL context. Applied Research on English Language, 13(2), 1-30. https://doi.org/10.22108/are.2024.140274.2210