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This book investigated the effect of Problem-Based learning e-portfolio on syntactic component of writing, it also investigated the role of students, perceptions and conceptions on their learning. In order to achieve these goals, a PBL e-portfolio based unit at the Faculty of Education in a University in Iran, Quchan was conducted both qualitatively and quantitatively. The quantitative result indicated a remarkable improvement in English syntactic component of writing proficiency among experimental group. The findings also indicated that ease of posting compositions, online evaluation, and self-assessment can facilitate learning. The qualitative result displayed that students, perceptions and conceptions have significant role on their learning. Also, it indicated that students with high perceptions and conceptions are able to adopt deep approach to learning. As a result, students who had high perceptions and conceptions in this study were the ones who meet significant growth on their syntactic component of writing.