Developing Digital Literacy through E-Portfolio-Based Learning: A Pathway to Lifelong Learning in EFL Classrooms
Keywords:
Digital Literacy, e-portfolio-based learning, lifelong learning, reflective learning, EFL ClassroomAbstract
This study investigates how e-portfolio-based learning develops digital literacy and fosters lifelong learning in EFL classrooms. Drawing on Digital Literacy Theory (Ng, 2012), Lifelong Learning Theory (Candy, 2002), and Constructivist Learning Theory (Vygotsky, 1978), this research employs a qualitative case study design involving 12 undergraduate students from an English Education program. Data were collected through classroom observations, semi-structured interviews, and document analysis of students’ e-portfolios. Thematic analysis revealed that e-portfolio-based learning effectively enhanced students’ digital literacy across technical, cognitive, and socio-emotional dimensions. Students demonstrated greater ability to manage digital tools, evaluate information critically, and reflect on their learning processes. The findings also indicate that e-portfolio-based learning fosters learner autonomy, creativity, and sustained motivation—key characteristics of lifelong learning. Despite challenges such as limited digital confidence and time constraints, the results affirm that e-portfolio-based learning serves as an effective pedagogical approach for integrating digital competence and lifelong learning within EFL classrooms. The study highlights the need for reflective digital practices in language education to promote adaptive and continuous learning in the digital age.
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