In this study, the researchers examined how 64 university students engaged in self-directed group learning and used a self-developed e-portfolio system. A sixweek event was held where the students made entries to the e-portfolio individually each week, received feedback from advisors, studied in groups on a voluntary basis, and reflected on their group learning as a team. The data was collected from various sources including the pre- and post-TOEIC (Test of English for International Communication) or TOEFL (Test of English as a Foreign Language) test scores, group learning reflection sheets, a questionnaire, and follow-up interviews with two participants. Significant score improvements were observed in the TOEIC test results. Although the number of submitted reflection sheets did not correlate with the increase in the students' test scores, the data suggests that group learning and reflection had strengthened students' learning motivation. Moreover, mutual support from group members encouraged the participants to continue studying. Though scheduling remained the major obstacle to the collaborative process, by adding group learning to individual learning and record keeping in the e-portfolio, the students found English learning enjoyable and useful as they were able to identify gaps in their knowledge previously overlooked. This article ends with the areas to be considered for future projects. [For full proceedings, see ED565087.]