Keywords
cognitive portfolio
reflective rubric
EFL
How to Cite
Abstract
The prevailing reliance on traditional standardized testing in English as a Foreign Language (EFL) context predominantly measures linguistic products while neglecting the cognitive processes of language acquisition. This article proposes and empirically validates a novel methodological framework: “Metacognitive Assessment,” which integrates Cognitive portfolios and Reflective rubrics to replace or supplement traditional summative tests. The study employs a quasi-experimental design involving 60 EFL university students divided into control (traditional testing) and experimental (metacognitive assessment) groups over a 12-week period. Data were collected using pre- and post-language proficiency tests, the Metacognitive Awareness Inventory (MAI), and semi-structured interviews. Results indicate that the experimental group demonstrated significantly higher gains in self-regulated learning, reduced foreign language anxiety, and comparable or superior linguistic proficiency compared to the control group. The study concludes that shifting the assessment paradigm from mere evaluation to metacognitive reflection fosters deeper cognitive engagement and autonomous learning.References
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