Developing Students’ Reflective Writing Skills Through EPortfolios in an EFL Context

Abstract

This study explores the impact of e-portfolios on the reflective skills of EFL learners, the nature of reflections in e-portfolio entries, and the challenges they face when using e-portfolios. This study uses a qualitative case study design employing thematic analysis, and semi-structured interviews to explore the use of e-portfolios by thirteen MA (EFL) learners at King Faisal University in Saudi Arabia across 16 weeks. Analysis of themes coded in students’ portfolio entries using TAGUETTE qualitative coding software showed qualitative evidence of growth in EFL students’ reflective and descriptive writing in diverse genres. Findings indicated that the use of e-portfolios facilitated transition to learner-centered pedagogy, improved learners’ metacognitive development, and supported their professional development. Further, although learners appreciated feedback from their instructors and benefited from peer collaboration and support, they preferred interactive pedagogical approaches to the Grammar-Translation Method to alleviate language-learning anxiety. The study concludes that digital technologies, such as e-books and multimedia, contribute to increasing learners’ communicative confidence, while barriers identified in portfolio reflection entries highlight the need for more effective reflection prompts and teaching strategies to facilitate genuine self-expression.