Quantitative and qualitative methods were employed to measure the effectivity of the design and implementation of an ePortfolio underpinned on future self-guides, within a six-week English language curricular module undertaken by Asian learners of English at a UK university. L2 digital selves where embedded within a curricular EAP group research project. The sample included 205 students and 18 teachers, of which 85 students and 8 teachers were control participants. Key findings indicated that participants who had submitted an ePortfolio in its entirety were the only group to report significant gains on listening proficiency, intended learning effort, Ideal L2 self, attitudes to English and higher scores on English L2 self. Also of interest is that strong positive correlations were registered between intended learning effort, Ideal L2 self, attitudes to English and Self-Regulated Learning.