E-Portfolio Development Literacy

E-Portfolios, the digital version of print portfolios, have been adopted for over two decades. Despite their advantages, not all students have adequate competence to understand and achieve specific goals related to building e-Portfolios which are intended to improve their second language learning. E-Portfolio development literacy, an emerging subset of digital literacies, underscores the process-orientated rather than product-orientated nature of e-Portfolio assessment, which can enhance one’s language learning development through iterative and feedback-rich learning experiences. For teachers, e-Portfolio development literacy involves the mastery of a knowledge base, skills, and awareness of how e-Portfolios can integrate into new literacies curricula, bridge the digital divide among students, and synergise the formative and summative purposes of assessment pedagogically. For students, it entails the ability, strategies, and dispositions needed when they construct their digital dossiers to monitor, review, and adjust language learning metacognitively. Students also need to acquire understanding and skills to reflect upon their past learning in order to envision their future learning by responding to multimodal feedback, formulating planning strategies, and utilising other Internet resources. To foster e-Portfolio development literacy, teachers can provide students with scaffolded input (portfolio pedagogy promoting self- and co-regulated learning) and guidance on ethics (avoidance of academic dishonesty) to facilitate e-Portfolio compilation tasks in a safe, trustworthy, and ethical manner.