Abstract
Technological advancements have significantly influenced Generation Z and Generation Alpha; therefore, educational institutions are prioritizing digital literacy over traditional learning methods. Bangladeshi universities are progressively adopting educational technology. However, limited studies exist on Google Classroom-based (GC-based) e-portfolios to improve receptive English skills in ESP contexts. E-portfolios can engage learners outside classrooms with Google Classroom serving as an e-portfolio platform where teachers upload materials, and students maintain their learning records. This study explores teacher and student reflections on using GC-based e-portfolios to improve listening and reading skills. Based on Rogers’ Diffusion of Innovation theory, this mixed-methods study collected data through survey questionnaires, interviews, and an observation checklist. The study included six teachers and 140 engineering students from a reputed Bangladeshi private university across three co-taught ESP courses, utilizing carefully designed course materials. Findings suggest e-portfolios encourage participants to be more active in teaching-learning processes, with a stronger inclination towards listening exercises than reading assignments. Survey results indicate that most participants (58.3% students and 83% teachers) consider that GC-based e-portfolios enhance students’ listening skills. Interview results from 30 students and six teachers support this finding. The study suggests that integrating face-to-face classroom activities and e-portfolios in GC is preferred by most participants.