Abstract: Increasing workload has lead teachers nowadays to ignore the significance of reflective practice in classrooms. This research aims in discovering the influence of reflective teaching in enhancing the English as Second Language Teaching (ESL) teaching practice. It also reveals the role of an e-portfolio in supporting reflective practice. Primary data was collected among the B. Ed TESL student teachers through interview, focus group and also through the analysis of the selected reflections upon the observed English lessons. Student teachers are expected to practice observational reflection that allows the teachers to gain insight on various ways of handling lessons, to be open minded when teaching different types of students and to be critical instead of judgmental when encountering classroom issues. Nevertheless, their ability to execute these qualities in their teaching is uncertain as they did not have the opportunity to reflect upon their own teaching practice. The Victory e-portfolio has managed to support and assist the B. Ed TESL undergraduates’ reflective practice. Personal documentation, personal space to reflect and the development of peer reflection were conducted conveniently with the existence of Victory E-Portfolio. Nonetheless, features such as synchronous chat and receiving instant feedback from the teacher educator which are unavailable in Victory e-portfolio has been proven to be the factors that could improve the ability of e-portfolio to support reflective practice. This research had allowed the emergence of further recommendations on future research through the findings and discussion according to the principles of reflection.
2240118 MR4RVIVC items 1 apa default asc