<![CDATA[This study examines the implementation of quality management in portfolio-based English learning to improve junior high school students’ English comprehension. A qualitative case study design was employed to explore how portfolio learning was planned, implemented, assessed, and followed up in a real classroom context. Data were collected through in-depth interviews, classroom observations, and document analysis involving English teachers, students, and the school principal. The data were analyzed thematically using four dimensions of learning quality management: planning, implementation, assessment, and follow-up. The findings show that planning involved aligning English learning objectives, portfolio tasks, assessment criteria, feedback mechanisms, and students’ readiness. During implementation, students completed continuous language tasks, participated actively in classroom activities, collaborated with peers, reflected on their progress, and revised their work based on teacher guidance. Assessment was conducted authentically through portfolio review, teacher assessment, self-assessment, peer assessment, feedback, and revision. Follow-up activities included remedial learning, enrichment tasks, student reflection, teacher reflection, and adjustments to subsequent instruction. The study shows that portfolio-based English learning becomes meaningful when it is managed not merely as the collection of assignments, but as a continuous quality-improvement process. The study contributes by positioning portfolio-based learning as an integrated quality management system that connects authentic assessment, feedback, reflection, revision, and instructional improvement to support students’ English comprehension.]]>
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