Abstract
Electronic portfolios, also known as e-Portfolios, are commonplace in language education. While e-Portfolio research has evolved over the past two decades, not much is done to evaluate how this scholarship can inform effective language teaching and learning, especially in second language and English as a Foreign Language classroom contexts. This review study intends to fill this much-needed gap by thematically analyzing (1) work done extensively; (2) work done inadequately; and (3) work to be done in the area of e-Portfolio pedagogy and assessment. The review then discusses four thought-provoking pedagogical implications, which attempt to empower teachers to be assessment-capable and technology-literate when e-Portfolios are utilized in authentic classroom settings.
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