VietTESOL International Convention 2025

This study explores the application of E-portfolios as a pedagogical method to enhance students’ writing skills in blended learning. As digital technologies increasingly reshape education, E-portfolios offer a dynamic platform for students to collect, reflect on, and showcase their writing progress over time. Blended learning, which combines offline learning with online learning, provides the ideal context for implementing writing E-portfolios, fostering both independent learning and teacher-guided feedback.
The research investigates the effectiveness of E-portfolios in improving students’ writing proficiency and their attitude towards this method. Through a mixed-method approach involving assessing tests, student surveys, and student interviews, the study examines how the process of drafting, receiving feedback, and revising through E-portfolios contributes to a fully-developed learning writing process. Findings indicate that students demonstrate improved fluency, greater awareness of the writing process, and positive attitude towards using E-portfolios. Moreover, the digital format encourages writing collaborative learning and timely feedback, key elements in writing development.
This study argues that E-portfolios not only support the acquisition of writing skills but also align well with the principles of blended learning, promoting flexibility, reflection, and continuous assessment. The study concludes by offering practical recommendations for educators seeking to integrate E-portfolios into writing instruction and calls for further research into long-term impacts on student learning outcomes.
Key words: E-Portfolios, Writing Skills, High School Students, Blended Learning