Exploring EFL Students' Perceptions of E-portfolios in the Speaking Classroom: A Critical Review of Three Empirical Studies

Bouchama-sari Ahmed, Anissa Fizya; Berdjane, Anfel; Boucherifi, Imene

الآداب و اللغات
Volume 21, Numéro 1, Pages 1-16
2026-09-18

Exploring Efl Students' Perceptions Of E-portfolios In The Speaking Classroom: A Critical Review Of Three Empirical Studies

Authors : Bouchama-sari Ahmed Anissa Fizya . Berdjane Anfel . Boucherifi Imene .

Abstract

ABSTRACT In recent years, there has been a significant transformation in the pedagogical approaches to teaching English as a Foreign Language (EFL), with a greater focus on enhancing students' speaking abilities through learner-centered methodologies and the integration of technology. Among the emerging technologies gaining traction are electronic speaking portfolios, which provide substantial support for ongoing assessment, self-evaluation, and autonomous learning. This secondary research aims to investigate the effects of using electronic speaking portfolios in EFL classrooms by reviewing three empirical studies conducted in three different countries. The primary objective is to assess the impact of these portfolios on learners' speaking proficiency, while also examining the pedagogical advantages and contextual challenges identified in these studies. The findings highlighted several important advantages of e-portfolios, including a reduction in speaking anxiety, and constructive feedback opportunities, as well as an increase in learner motivation and autonomy. However, variations in assessment frameworks, technological platforms, and perceptions of authenticity across the studies indicate that implementation should be tailored to specific educational contexts. This research provides actionable recommendations for EFL educators and curriculum developers, advocating for the thoughtful integration of electronic portfolios as a dynamic tool to improve speaking skills and foster reflective language learning practices.