Emotional Dynamics of EFL Students in Eportfolio-Based Speaking Assessment

Previous studies of eportfolios in speaking courses suggest that this digital assessment technique significantly improves speaking skill improvement. However, what kind of positive and negative emotions experienced by the English as a foreign language (EFL) students remains unclear as previous studies did not profoundly discuss them. This study therefore purposed to explore the positive and negative emotions experienced by EFL students during the implementation of eportfolios in speaking courses. This study employed a phenomenology approach and recruited 20 Indonesian EFL students. The data were collected through semi-structured interviews and analyzed using inductive thematic analysis. The findings revealed that while eportfolios supported emotional growth through enjoyment, pride, motivation, and relief, they also triggered various negative emotions, including anxiety, embarrassment, frustration, and exhaustion. Four implications were drawn to effectively implement eportfolios in speaking courses.