The development and implementation of an instructionaldesign for the use of e-portfolio in 9th grade English course

The purpose of this study was to design and implement an e-portfolio–integrated instructional model for 9th-grade English classes. The research was designed as an action research study during the spring semester of the 2023-2024 academic year. The participants of the study consisted of 9th-grade students. Within the scope of the study, three action plans were prepared and implemented over a three-month period. During the data collection process, document analysis, semi-structured interviews, student reflection journals, the researcher's diary, and student products were utilized. The data were analyzed using inductive analysis, and themes and sub-themes were identified. The findings revealed that e-portfolio practices remained limited due to time constraints, lack of technical infrastructure, and insufficient experience. The action plans developed during the implementation process were organized in line with the learning outcomes of the curriculum and shared with the validity committee throughout the study. As a result, it was found that the use of e-portfolios contributed to the development of students' language skills, enhanced their confidence in using digital tools, supported their self- regulation skills, strengthened their sense of responsibility, and improved teacher-student and peer interaction. In addition, it was determined that students could store their learning products more easily. However, the process proved to be time-consuming for the course teacher, which emerged as one of the limitations. Despite these limitations, the findings indicate that e-portfolio integration provides both educational and technological benefits in English teaching and serves as a guiding example for similar implementations. Keywords: Action research, E-portfolio, English language teaching, Instructional design, Process-based assessment