PRACTICAL ASPECTS OF WORKING WITH A DIGITAL PORTFOLIO IN ENGLISH LANGUAGE TEACHING

Abstract

This article analyses the practical implementation of a digital portfolio in English language teaching in the context of a contemporary digital educational environment. The study involved 58 ninth‑grade students of D. Qonayev Secondary School‑Gymnasium No. 44, divided into an experimental group (n = 29) and a control group (n = 29). The purpose of the research was to determine how the systematic use of a digital portfolio influences learners’ language skills, reflection, self‑assessment, and engagement. Over one academic quarter, the experimental group regularly used digital portfolio tools (Google Drive, Padlet, Google Sites) to collect, revise, and reflect on their work, while the control group studied in a traditional format without structured digital reflection. The results showed that the experimental group made more substantial progress in writing, pronunciation, reading, and listening skills than the control group and developed stronger abilities in self‑analysis and independent error correction. The effect size calculated using Cohen’s d for writing performance and reflection in the experimental group reached a large level, indicating the pedagogical significance of the changes. The article concludes that a digital portfolio is an effective tool in school English language teaching when it is methodologically grounded and adapted to the specific educational context.