This study investigates the implementation of portfolio assessment for EFL students
with different learning styles. Portfolio assessment is recognized as an alternative
form of evaluation that emphasizes the continuous documentation of students’
learning progress rather than a single test. However, its effectiveness may depend
on students' learning characteristics. This study examines how portfolio assessment
is implemented in English as a Foreign Language (EFL) classrooms and explores
students’ perspective to its use in relation to visual, auditory, and kinesthetic
learning styles. The study employed a qualitative approach design. Data were
collected through interviews with one English teacher and six EFL students who
represented different learning styles. The collected data were analyzed using
thematic analysis to identify patterns related to the implementation of portfolio
assessment and student perceptions. The findings revealed that portfolio assessment
was implemented as part of the English teaching and learning process through daily
written assignments, final tasks, and selected practical activities. While students
generally responded positively to its use, its suitability varied depending on learning
style. The study concludes that, although portfolio assessment is perceived
positively, it currently tends to benefit visual learners more than auditory and
kinesthetic learners.

Keywords: portfolio assessment, EFL students, learning style