Introducing Email Portfolio as a Means of Developing EFL Learner's Autonomy

Second language teaching and learning within a communicative framework posits the learner in a more central role. This article looks at the possibility of developing EFL learner's autonomy through application of email as an electronic portfolio. For this purpose, an experiment was set up with two randomly selected groups. The experimental group (N=42) was instructed through email portfolio process and the control group (N=42) was taught by typical ways of teaching English. The data were collected using observation and questionnaire. Comparing and analysing the outcomes showed a significant improvement in the autonomy of the first group of learners. Email portfolio had positive influence on the encouragement of learner's autonomy and their classroom interaction. This research provides enhance for the role of electronic portfolio as a way of on-going assessment of one's own work and the role of technology as a useful tool for give the conventional methods of language teaching to a new way.