This study examines the use of e-portfolios for ESL (English as a second language) learners. The data were collected by reviewing 11 empirical studies from 2010-2012 in order to synthesize meaningful information about e-portfolios for ESL/EFL (English as a foreign language) acquisition. The studies were coded into two main categories: learning gains, including language proficiency and assessment, and technical skills. The findings showed that using e-portfolios motivated and enhanced students' writing, language learning, assessment, and technical skills. The findings also revealed that there was a questionable attitude among educators about the differences between using paper-based portfolios and e-portfolios for writing development. Finally, the review suggested e-portfolios for ecological issues and educational purposes. (Contains 1 table and 3 figures.)