Zahra Aghazadeh - Ministry of Education, Salmas, West Azarbaijan, Iran
Maryam Soleimani - Department of Humanities, Farhangiyan University, Urmia, West Azarbaijan, Iran

This study investigated the effect of electronic (E-) portfolio on Iranian EFL learners’ writing complexity, accuracy, and fluency (CAF). Thus, 2 intact intermediate classes at Iran Language Institute (ILI) in Urmia, Iran were randomly selected and divided into experimental and control groups. The students in the experimental group were informed about E-portfolio and they were asked to write two compositions each week and to present their written pieces on Website to get feedback from their peers and their teacher. However, in the control group, only the teacher provided feedback on the learners’ writings. All the learners wrote 8 compositions. This procedure was followed for 4 weeks and at the end of the treatment, the post-test was conducted. The researchers followed Larsen-Freeman's (2006) rubric for measuring CAF. Analysis of an independent-samples t-test revealed that experimental group outperformed the control group significantly regarding the writing CAF. Furthermore, the results of the questionnaires regarding the teachers' and learners' perceptions toward E-portfolio demonstrated that both teachers and learners had a positive attitude toward E-portfolio. The implications are discussed in terms of improving EFL learners' writing proficiency.

E-portfolio, writing proficiency, writing complexity, writing accuracy, writing fluency