Abstract
High-impact practices (HIPs) have been adopted by many universities around the world to enhance students learning. The aim of this qualitative study was to analyze how building ePortfolios may impact students learning experience via weekly reflections. A total of 45 senior undergraduate English as a foreign language (EFL) students from a public university in Saudi Arabia enrolled in graduation research projects shared reflections about their research experiences via the development of ePortfolios. Data analysis was carried out through deductive coding of the transcribed focus groups and weekly reflections. Findings suggest that the participants used their ePortfolios to improve their writing skills and increase their knowledge. Students were able to track their progress and felt more engaged in learning. They also showed appreciation to the feedback provided by their instructors on their reflections. However, the students shared some challenges they faced while developing their ePortfolios. Despite these challenges, there was a positive impact of ePortfolios on students' learning experiences. Implications and further directions for research are discussed.