This study reveals the important role of electronic portfolios, or e-portfolios, in learning English second/foreign language courses for students. The goal of this article is to reflect the kind of assistance students need to enhance their skills using e-portfolios. It suggests that these students require more specialized instruction in language skills that are essential in English syllabi, as well as in the form of their e-Portfolios. It is about raising learners’ awareness towards the different types of e-portfolios used as tools to assess knowledge. The researchers follow a deduction analysis method based on methodologies investigated in some recent case studies. It shows the strengths and weaknesses of using e-portfolios in enhancing active learning and reflecting them as valuable tools in the process of learning English that can help students in achieving higher scores. E-portfolio plays an important role in motivating students to master the different skills in the class sessions. Using e-portfolio allows researchers to identify and bridge the gaps in the English language learning journey. There are a lot of challenges that need to be overcome, especially that most recent learners have little information on e-portfolio. The findings in most case studies indicate that the potentials of e-portfolio usage empower teachers and students to participate in their own assessment, instill in students a desire to learn and enhance students’ better understanding of their English language skills and the need for improvement. It is recommended that both teachers and students should increase their understanding of how to use e-portfolios in assessment areas. Students' learning abilities should be developed and improved through the usage of e-portfolios. These should be graded, and tutors and students' experiences with e-portfolios should be regularly evaluated.
Sakakini et al. (Sat,) studied this question.