The Impact of Portfolio Task Assignment on the Development of Moroccan EFL Middle School Learners’ Critical Thinking Skills

Abstract

The 21st century, a transformative era often referred to as the century of knowledge, is characterised by rapid global economic integration, heightened connectivity, and technological progress. These forces reshape human existence across all domains and underline the need for critical thinking. This study examines the impact of implementing the portfolio task assignment on Moroccan middle school learners’ development of critical thinking skills. A test based on Bloom's Revised Taxonomy was used to address the research question about the impact of the portfolio task assignment on learners’ critical thinking development. This study followed a quasi-experimental research design, specifically a non-equivalent control group posttest-only design. Data was analysed using the IBM Statistical Package for the Social Sciences version 29.0.2.0. The test results revealed that students who built their portfolios scored higher than those who received regular instruction. Furthermore, samples of portfolios and test responses displayed a range of critical thinking skills, including analysis, evaluation, and creation, aligning with teachers' positive views. The findings emphasise the importance of integrating the portfolio task assignment pedagogical tool into the educational system to foster critical thinking skills. As such, the results hold significant implications for educators, especially EFL teachers in Moroccan middle schools.