E-portfolios in English language learning: A systematic review of pedagogical impacts and assessment innovations

Abstrak

This study systematically reviews recent empirical research on the integration of e-portfolios in English language learning, focusing on their pedagogical impacts and assessment innovations. Using a thematic synthesis approach, ten peer-reviewed studies published between 2020 and 2025 were analyzed. The review identifies four major functions of e-portfolios in EFL education: promoting learner autonomy and metacognitive development, enhancing writing skills through iterative feedback, improving vocabulary retention via formative assessment, and fostering digital literacy through reflective pedagogical practices. Results indicate that e-portfolios contribute to deeper learner engagement, improved language performance, and authentic assessment practices across diverse educational contexts. Despite these benefits, several gaps were identified, including limited research on grammar acquisition, oral communication, and longitudinal outcomes. The study highlights the need for more scalable and structured e-portfolio frameworks, particularly in secondary education and under-resourced environments. It concludes that e-portfolios represent a transformative tool in language pedagogy by aligning assessment with personalized learning, and calls for greater institutional support to maximize their potential in enhancing English language proficiency.