Exploring the role of ePortfolios in developing academic writing, reducing anxiety, and promoting autonomy among Vietnamese EFL learners

Phu Dai Nguyen; Ngoc Anh Tran; Thach Thao Thai

doi:10.65956/ltlt.2026.19

Authors

Phu Dai Nguyen Vietnam Aviation Academy https://orcid.org/0009-0009-6057-5424
Ngoc Anh Tran Vietnam Aviation Academy https://orcid.org/0009-0000-8473-6231
Thach Thao Thai Corresponding author email: thao_tt@vaa.edu.vn Vietnam Aviation Academy https://orcid.org/0009-0009-6906-6634

DOI:

https://doi.org/10.65956/ltlt.2026.19

Keywords:

eportfolios, writing anxiety, learner autonomy, academic writing

Abstract

This study investigates the effectiveness of electronic portfolios (ePortfolios) in enhancing university students’ writing skills, learner autonomy, and reducing writing-related anxiety in the context of Vietnamese EFL higher education. A total of 187 undergraduates will be participating in this study as they are completing an 11-week long online academic program using electronic portfolio-based writing instruction through a Learning Management System (LMS) to collect both quantitative and qualitative data from the participants. Quantitative data will be collected via writing assessments, a writing anxiety survey and a learner autonomy survey. In addition to the surveys, effect sizes will be calculated to determine the magnitude of change. Qualitative data will also be collected via participant completed reflection journals and via semi-structured student interviews. The results show that the inclusion of ePortfolios helped promote a more process-based and reflective way for students to write; with students able to see how they were developing as writers over time, and with access to feedback on an ongoing basis. Students also felt less anxious about writing because they had been using the digital platform, which was a very individualized, and relatively low stress experience. Furthermore, the use of ePortfolios was found to foster greater learner autonomy, enhance feedback literacy, and develop metacognitive awareness. The study concludes that the implementation of an ePortfolio through an LMS can provide a strong tool for supporting writing instruction, decreasing students’ writing anxiety, and increasing learners’ overall agency in their learning in EFL tertiary education.

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