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Abstract
The potential of online reflective learning has recently received much attention. This quasi-experimental study aimed at investigating the effectiveness of a reflection-based e-learning intervention using e-portfolio, synchronous and asynchronous discussions, online reflective journals and the tutor’s online feedback in enhancing critical thinking and critical writing skills of third year English majors at the Faculty of Education, Fayoum University. Participants were 60 third year English majors at the Faculty of Education, Fayoum University who were randomly assigned and allocated into two groups: experimental and control. Tools included: the Watson-Glaser Critical Thinking Appraisal -WGCTA and the critical writing test-CWT, designed by the researcher. To check equivalency between groups the pre-test was administered. Findings revealed that participants of the experimental group outperformed those of the control on the post administration of the WGCTA and the CWT. These Findings indicated that the e-portfolio intervention based on the reflective approach had improved the participants’ critical thinking and critical writing skills