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This study examined how EFL college writers perceived the benefits and challenges of creating and evaluating e-portfolios by following two sophomore cohorts across two academic years. Data from questionnaires, reflections, and interviews showed five benefits and three challenges, highlighting technical issues, editing time demands, and learner-related factors, while noting students’ overall value of Wix-based e-portfolios for reflection, growth, and scaffolded learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":57,"@type":76,"position":81},"https://docshare.wps.com/document/general/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e-portfolios-in-efl-writing-benefits-and-challenges/579386/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e-portfolios-in-efl-writing-benefits-and-challenges/579386.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What benefits did students perceive from creating and evaluating e-portfolios?","Question",{"text":112,"@type":113},"Students reported benefits such as improved reflection, increased ownership and authorship, empowerment through writing progress, development of digital literacies, and more scaffolded learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges did students encounter when using e-portfolios?",{"text":117,"@type":113},"The study identified technical difficulties, time spent editing posts, and learner-related issues as key challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"How did this research collect evidence about students’ perceptions?",{"text":121,"@type":113},"It used analyses of questionnaires, students’ reflections, and interviews collected while following two sophomore classes over two academic years.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579386,1792191972,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":56,"category_name":57,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Language Education & Assessment  \nISSN 2209-0959  \n[https://www.castledown.com/journals/lea/](https://www.castledown.com/journals/lea/)  \nLanguage Education & Assessment, 5(1), 52–70 (2022) [https://doi.org/10.29140/lea.v5n.815](https://doi.org/10.29140/lea.v5n.815)  \nE-portfolios in EFL Writing: Benefits and Challenges  \nYING-HSUEH CHENG  \nNational Chung Cheng University [folyhc@alum.ccu.edu.tw](folyhc@alum.ccu.edu.tw)  \n\n| Abstract\u003Cbr>While the benefits of portfolio assessment are well documented in second language (L2) writing literature, educators still face challenges as they seek to incorporate it in their classrooms. This study explored English as a Foreign Language (EFL) college writers’ perceived benefits and challenges of e-portfolio creation and evaluation by following two classes of sophomore students for two academic years. Through the analyses of a questionnaire, students’ reflections, and interviews, five themes emerged regarding the perceived benefits: 1) allowing students to review and reflect, 2) developing ownership and authorship, 3) seeing improvement and feeling empowered for writing, 4) cultivating digital literacies skills, and 5) enhancing scaffolded learning. Moreover, three challenges were found regarding students’ utilization of e-portfolios: technical difficulties, time taken to edit their posts, and learner issues. Overall, most students valued the practices of creating and evaluating their own Wix-based e-portfolios which displayed their development and growth as writers and learners overtime. Although some students reported challenges to constructing the Wix-based e-portfolios, they considered the e-portfolio approach innovative, integrated, and reflective. This study concludes with implications for educators who wish to integrate the portfolio approach through web-based platforms.\u003Cbr>Keywords: portfolio assessment, EFL writing, e-portfolio, feedback |\n| --- |\n| Introduction\u003Cbr>Electronic portfolios, also known as e-portfolios, have gained increasing attention in education assessment. In English as a Foreign Language (EFL) writing, e-portfolios refer to purposeful digitalized collection of multimodal artifacts, which can be used to document students’writing process |\n\nCopyright: © 2022 Ying-Hsueh Cheng. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nand formatively assess their progress regarding their production and performance (Burner, 2014; Lam, 2020). They have been found to enhance students’writing performance (Barrot, 2020), promote feedback interaction (Lee, 2017), as well as increase learner autonomy (Tham, 2021). According to Lam (2019; 2020), unlike conventional paper-based portfolios, e-portfolios are more effective options for several reasons. First, they can raise learners’ awareness of audience while making their works published and accessible to the public. Second, owing to the unique features provided by different platforms, e-portfolios can provide stimulating audiovisual styles for today’s learners. Lastly, they are portable, interactive, and permanent. Taken together, the convenient and customized characteristics of e-portfolios allow learners to have an authentic audience and explore technical flexibility in displaying their written works. At the same time, they can provide teachers opportunities to innovate writing curriculum and enrich students’ learning experiences (Lam, 2017) .  \nWhile the benefits of portfolio assessment have been widely discussed in the literature, writing educators often face challenges as they seek to incorporate it in their classrooms (Mak & Wong, 2018) . Some teachers may lack sufficient training to increase their skills and knowledge to apply portfolio assessm","cbCaiiG2P7EvZpns","https://ap.wps.com/l/cbCaiiG2P7EvZpns","pdf",3160390,"English","# Introduction\n# Literature Review\n## E-portfolios for Teaching and Learning of Writing","[{\"question\":\"What benefits did students perceive from creating and evaluating e-portfolios?\",\"answer\":\"Students reported benefits such as improved reflection, increased ownership and authorship, empowerment through writing progress, development of digital literacies, and more scaffolded learning.\"},{\"question\":\"What challenges did students encounter when using e-portfolios?\",\"answer\":\"The study identified technical difficulties, time spent editing posts, and learner-related issues as key challenges.\"},{\"question\":\"How did this research collect evidence about students’ perceptions?\",\"answer\":\"It used analyses of questionnaires, students’ reflections, and interviews collected while following two sophomore classes over two academic years.\"}]","E-portfolios in EFL Writing: Benefits and Challenges | PDF",1792035537,29]