E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy Maryam Sharifi, Hassan Soleimani and Manoochehr Jafarigohar Maryam Sharifi is a Ph.D. candidate in TEFL at Payame Noor University of Tehran. Her main research interests include e-learning, learner autonomy, and language assessment. Hassan Soleimani is an assistant professor in the Department of TEFL and English Literature, Payame Noor University, Tehran, Iran. His research areas include technology-based learning, curriculum design, and SLA issues. Manoochehr Jafarigohar is an associate professor in the department of TEFL and English Literature, Payame Noor University, Tehran, Iran. His research areas include CALL, research methodology, and second language learning. Address for correspondence: Maryam Sharifi, Department of TEFL, Bonab Branch, Islamic Azad University, Bonab, Iran PO box: 55517-85169. Email: m.sharifi@phd.pnu.ac.ir Abstract Current trends in the field of educational technology indicate a shift in pedagogical assumptions and theoretical frameworks that favor active involvement of self-directed learners in a constructivist environment. This study probes the influence of electronic portfolio evaluation on vocabulary learning of Iranian university students and the possible implications this influence affords. For this aim, the study recruited 66 students who were randomly assigned to the e-portfolio group and the traditional assessment group. The experimental group kept an e-portfolio in the intermediate level English language course while the traditional assessment group did not. The results revealed that the e-portfolio group outperformed the traditional assessment group in terms of vocabulary learning on the posttest. The results also showed that e-portfolio boosted students’ motivation for learning new items. The perceptions of the participants in the e-portfolio group reflected that they benefited from the integration of technology and various educational activities and enjoyed keeping an e-portfolio. Finally, initial guidelines about how to use the instrument as part of the curriculum are discussed. Introduction Building upon education policy reforms, the pace of information technology use to support learn- ing has accelerated over the last two decades. Encouraged in part by research findings, the shift suggests that these technologies could provide improved support and added value for students’ learning and learner-centered instruction. In recent years, e-portfolios have been highly vaunted by the advent of new technologies as a practical alternative to standardized testing. As a result, it has become more convenient than ever to create, share, and publish e-portfolios that demonstrate individual and collaborative growth, document academic preparation, and underscore the career readiness of students within a web-based environment (Lorenzo & Ittelson, 2005). Like other major educational innovations, e-portfolios have the potential to enrich teaching and learning. The key assumption related to learning via e-portfolios is that they have the potential to engage students in assessing and managing their own learning. As Yancey (2001) states, “the engaged learner, one who records, interprets, and evaluates his or her own learning, is the best learner” (p. 83), an outcome consistent with the constructivist approach to learning, which favors learn- ers’ active involvement in the learning process (Dana & Tippins, 1998). V C 2016 British Educational Research Association British Journal of Educational Technology Vol 00 No 00 2016 00–00 doi:10.1111/bjet.12479