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<p style="text-align: justify;">E-Portfolios are digital dossiers that document students&rsquo; efforts, learning, and achievements over time. They characterise iterative processes of creation, compilation, curation, and reflection. Of these attributes, reflection is a core activity which promotes students&rsquo; learning of writing and metacognitive awareness. In this paper, I argue for augmenting the instructional potential of reflection within a virtual environment (i.e., e-Portfolios) by showcasing how various modes of digital reflection empower students&rsquo; metacognitive composing and thinking skills from a Chapelle&rsquo;s technological perspective. I set the scene by describing the background of research before thematically reviewing the e-Portfolio scholarship with a focus on reflection. Afterwards, I critically appraise three digital reflection approaches: reflection as soliloquy, dialogue, and multilogue. Based upon the review, I discuss pedagogical and research implications concerning how to warrant the successful implementation of digital reflection in classroom-based e-Portfolio programmes and some practical strategies.</p>

ltrq.2025.51.06.pdf

Perspective Article

ltrq.2025.51.06.xml

Revisiting Reflection in E-Portfolios: A Chapelle’s Technological Perspective

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)