From struggles to strategies: Indonesian students’ use of e-portfolios in public speaking courses through the lens of self-regulated learning and sociocultural theory

The implementation of e-portfolios in education has gained widespread recognition for its potential as both an assessment and learning tool. This study examines challenges faced by students in creating e-portfolios during public speaking classes and strategies to overcome them. Conducted among fifth-semester English Education students at a university in Yogyakarta, Indonesia, this qualitative research employed observations, semi-structured interviews, and documentation for data collection. Findings reveal obstacles such as confusion with e-portfolio structure, limited digital skills, unreliable internet, and time management struggles. Students also faced issues with creativity, motivation, and balancing workloads. To address these challenges, students employed collaborative learning by consulting peers and lecturers, and self-directed learning through online tutorials. Time management strategies like task segmentation and avoiding procrastination helped them stay on track. They utilized concept maps for organization, identified reliable internet hotspots, and relied on peer feedback for mutual support and revisions. Focus on self-responsibility and goal setting further enhanced their motivation. The study concludes that despite its challenges, e-portfolio development fosters critical skills like independence, creativity, and time management. Institutional support through workshops and improved digital infrastructure plays a crucial role in enabling student success. Educators can systematically address barriers to optimize e-portfolio use as a powerful tool for academic and professional growth.