TEACHER’S STRATEGIES IN UTILIZING E-PORTFOLIO IN PUBLIC SPEAKING CLASS: A TEACHER'S VOICE

Abstract

The rapid integration of digital technology in higher education has encouraged educators to adopt innovative tools to support language learning, particularly in developing speaking skills. One such tool is the electronic portfolio (E-portfolio), which enables learning, reflection, and assessment beyond traditional classroom practices.  This study investigates both the strategies employed by a lecturer in implementing E-portfolios in a public speaking class and examines the challenges encountered during their implementation. Using a qualitative narrative inquiry design, data were collected through a semi-structured interview with a lecturer experienced in implementing E-portfolios in higher education. The data were analyzed using reflexive thematic analysis to identify recurring patterns and themes from the lecturer’s experiences. The findings indicate that E-portfolios are perceived to effectively support speaking practice through repeated audio and video recordings, structured feedback, self-reflection, and peer assessment. However, challenges related to student readiness, teacher workload, technological limitations, and insufficient institutional support were also identified. Despite these challenges, the study highlights the pedagogical value of E-portfolios in fostering autonomous learning and enhancing speaking performance. The findings suggest that with adequate preparation and institutional support, E-portfolios can serve as a powerful tool in public speaking instruction in higher education