This article reports a study that examined the use of ePortfolios to facilitate collaborative learning and reflection in an undergraduate English for Academic Purposes (EAP) course at a university in New Zealand. The article offers new insights into the advantages of using a sociocultural theoretical approach to the use of ePortfolios in an EAP context, with a particular focus on the assessments in the course. Drawing on online surveys, semi-structured interviews with students and ePortfolio analysis, the findings demonstrate that learners appreciate the
affordances of ePortfolios and the collaborative nature of the assessment tasks in them.