This study aims to explore students' experiences in accommodating e-portfolios in writing classes as well as the strategies they use to improve their writing skills. E-Portfolio is a digital tool used as a medium for reflection, documentation, and evaluation in the learning process. Using a phenomenological case study to explore the lived experiences of students or individuals to specific phenomena, this study involved 9 students in an international class program, especially English education students who have used e-portfolios in their writing classes. Data were collected through interviews and reflective essays and then analyzed using thematic analysis. The results showed that e-portfolios helped students recognize themselves through reflection on their writing style, word choice, and sentence structure. Students also stated that by reviewing their old writing and comparing it with their recent writing, they could identify the development of their writing skills. In addition, this study found that the main strategies used by students in using e-portfolios include reflection on writing, assessment of writing progress, documentation of writing experiences, collaborative learning, and evaluation to set new goals.
Keywords: E-Portfolio, writing skills, reflection, learning strategies, technology-based learning