Abstract

Learning-oriented assessment (LOA) has emerged as a paradigm that reconceptualizes assessment as an integral part of the learning process. Portfolio-based assessment (PBA), particularly in digital formats, operationalizes LOA through authentic tasks, feedback cycles, and learner reflection. While PBA has been widely studied in EFL and general literacy contexts, its application in Business English, a critical domain within English for Specific Purposes (ESP), remains underexplored. This focused review synthesizes theoretical and empirical insights from key works to articulate how digital portfolio assessment supports LOA principles in Business English. Drawing on LOA frameworks and international models such as the PBLA (Portfolio-Based Language Assessment) and digital portfolios in EFL, the review identifies alignment points, tensions, and implications for implementation in Southeast Asian EFL contexts, with emphasis on Vietnam. It concludes with a set of targeted research directions to guide future inquiry.