This paper  discusses the findings of  a research study concerning the use  of e-portfolios to  develop  learners' autonomy  and  independence,  from  the  perspectives of  teachers  and students participating  in  this  study.  The  findings demonstrate  many of  the  benefits of  e-portfolio  practice regarding  learners’  increased  sense  of  ownership,  teacher  and  peer  feedback, enriched  learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the  study  reveals some  challenges  facing  students, teachers  and  support  staff, mainly  connected with technical  problems  and Internet access, and the  necessity  for teachers and learners to  change their  roles  to  become  more  independent  in  the  learning  process.  The  author  concludes  that  e-portfolio is a promising tool to stimulate and challenge students to become independent  and  self-regulated learners that should be  implemented  in English  language  learning at  higher  educational institutions.

English language learning: e-portfolio; independent learning; learning autonomy; metacognition

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