Technology has transformed assessment by multiplying the methods as well as resources that can be used to measure learning. One such transformation is the e-Portfolio, an innovative tool that catalyses the sharing of work and the inclusion of digital evidences. The use of e-Portfolio to assess academic writing among undergraduate students in Malaysia provides enhanced testing and learning opportunities. This study therefore aims to design an e-Portfolio framework that aligns with the current aspirations for higher education in Malaysia, paving the way to a more contextualised and sustainable form of assessment for English Language courses. To design the framework, relevant concepts, models and frameworks in the past studies, ranging from the year 2000-2018 were reviewed. Relevance was determined based on application in higher education and in the ESL context. The data were imported to NVivo 12, and content analysis was employed as the primary method of data analysis. Using an inductive approach, concepts and theories regarding assessment, academic writing, and learning were merged to form the e-Portfolio framework. Based on the analysis, the proposed e-Portfolio framework has footing in assessment theory for learning, process writing approach, and the theory of constructivism. This framework prescribes that by using the e-Portfolio as an assessment, instructor and peer feedback can be better communicated, revision can be easily done, and a wide range of authentic and multimedia resources can be included. Overall, this leads to an improved emphasis on learner involvement and progress when being assessed.

This study investigated the relationship between the employability of science graduates of a public university in Malaysia and their English language proficiency. Utilising a quantitative research design, the study involved 3,918 graduates from the 2015, 2016 and 2017 graduating years. Using available secondary data, three variables were examined: the graduates’ employment status, their English Language course results, and their Malaysian University Entrance Test (MUET) results. The data was analysed using descriptive statistics, Kolmogorov-Smirnov test and Chi-square test. Findings showed the number of unemployed graduates was consistently greater than employed graduates although the unemployment percentage decreased progressively each year. No conclusive evidence however could be ascertained to suggest English Language proficiency as the main determinant affecting employability since the highest number of employed and unemployed graduates were from the Intermediate and Upper Intermediate language proficiency range. This points to other factors impacting employability which higher learning institutions may need to address in order to add value to their graduates’ future work credentials.

This study highlights the development of e-Portfolio as a writing assessment in an advanced English language course for undergraduate students at a public university in Malaysia. The e-Portfolio was developed using an instructional design model known as ADDIE (Analyse, Design, Develop, Implement, Evaluate). A pilot test that involved 43 students was conducted in the Develop stage and qualitative data were gathered using open-ended questionnaires to determine the e-Portfolio's impact. The pilot test findings proved that the e-portfolio was functional and operating as intended. The students responded positively to the e-Portfolio features with the exception of the peer preview. The findings also revealed that a majority of the students voted for e-Portfolio to continue to be implemented in the future. The study serves as a reference for instructional designers who are keen to introduce new educational tools in the language classroom. It also established that the e-Portfolio is a promising assessment tool for second language learners in higher education.

In this study, an electronic portfolio (e-Portfolio) was implemented in lieu of the conventional paper portfolio in an advanced English course at a Malaysian public university. This study aimed to explore the students' use of the e-Portfolio as an assessment tool for academic writing. The implementation of the e-Portfolio involved 48 undergraduates for one semester. This study employed a qualitative approach that consisted of open-ended questionnaires and interviews. The data were imported to NVivo 12 and thematic analysis was used as the primary method of data analysis. A total of 48 students answered open-ended questionnaires and 18 of them volunteered for interview. The findings show that the students responded positively to the emphasised features of the e-Portfolio such as instructor feedback and the use of artefacts. Nonetheless, 13 students perceived the peer review component of the e-Portfolio as a shortcoming. Results from the interview revealed additional strengths of using the e-Portfolio such as accessibility, editability, being able to explore others' e-Portfolios, being able to correct work, and writing stages. The participants also recognised Internet connectivity, difficulty adapting to the tool, and peer criticism as challenges of the e-Portfolio. The study highlights the contributions as well as weaknesses of using the e-Portfolio in the Malaysian higher education context. This will guide practitioners and researchers to better implement the e-Portfolio in tertiary institutions.