This paper aims at accentuating and exploring the effect of using electronic portfolio (EP) platform in providing corrective feedback (CF) on EFL students' overall and micro-componential writing performance. Moreover, by conducting a semi-structured interview, the study seeks to obtain students' attitudes towards the use of EP in three aspects, namely awareness, work/activity, and pros and cons. A total of 34 intermediate EFL students ranging from 20-25 years of age participated in this study. While students in the experimental group (N = 17) received their corrective feedback via EP, the control group's (N = 17) writing assignments were corrected using traditional paper-and-pen portfolio. An EP platform was designed using "DOKEOS" environment during eight instructional sessions. The results of this investigation revealed that providing corrective feedback on EFL students' writing via EP has a constructive effect on students' overall writing performance (p = 0.02) and on writing micro-components except for idea development and idea wrap-up. The information obtained from the interview indicated that the EFL students developed affirmative attitudes towards the three aspects of using EP, namely, awareness, work/activity, and pros and cons. The findings of this study bear some implications for material developers and writing teachers and highlight the effective role EP plays in expediting CF on students' writing and equipping them with the ubiquitous technology to get involved in writing activities with a positive standpoint.