The design of eportfolios in Australian universities has traditionally been focussed in the social sciences and liberal arts, leading to a legacy of language within eportfolio systems that is specific to these fields. This enforced language can act to discourage academic staff members from alternative fields taking eportfolios on board. This presentation shows how this issue may be resolved and implemented to effectively support student learning outcomes in a first-year engineering unit and suggests how language can be adjusted to allow eportfolios to be more readily introduced. We will show how higher-order learning activities specific for engineering may be integrated into the design of eportfolios to demonstrate reflective process. It is concluded that the language of eportfolios must be adapted to suit the needs of the discipline.