Abstract :

This study examines the use of e-portfolios as an assessment for learning approach to improve academic writing in English as a foreign language and explores students’ perceptions of this method. The study involved 30 first-year university students in Vietnam. A mixed-methods design was used, including a writing pretest and posttest assessed across task achievement, organization, vocabulary, and grammar, along with interviews. The results showed clear improvement in overall writing performance, especially in task achievement and grammar, with moderate gains in organization and vocabulary. Students reported that e-portfolios helped them reflect on their work, track progress, and take more responsibility for learning. Despite some initial challenges with reflection and peer feedback, students viewed the approach positively. Overall, e-portfolios are an effective tool to support writing development through continuous practice and feedback.

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Keywords :

academic writing, assessment for learning (AfL), e-portfolio, EFL context, technology-enhanced learning.

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