The authors examine the results of introducing electronic portfolios in teaching and assessing English as a Foreign Language in Taiwan. The research participants were 37 eighth-grade Taiwanese students from one class at a public junior high school in a middle-range socioeconomic community of Taichung, Taiwan. Results show an overwhelmingly positive reaction of the students except for two students who felt intimidated by writing and speaking in English. The authors offer suggestions and recommendations on building electronic portfolios to EFL students, school authorities, and future researchers. (Contains 2 figures.)