<![CDATA[This study investigated the implementation of digital portfolios in supporting students' speaking fluency in procedure-text monologues among multimedia students at a vocational high school. The research aimed to examine how digital portfolios support speaking fluency development and to explore teacher's perceptions of their pedagogical impact. Using a qualitative case study, data were collected from lesson plans and related instructional documents, a questionnaire, and digital portfolio artifacts. The data were analyzed thematically using Braun and Clarke's (2006) framework. The findings indicated that digital portfolios promoted iterative learning through planning, practice, and reflection, in line with project-based learning principles. Teacher questionnaire responses and students' digital portfolio artifacts indicated improvements in students' pronunciation, intonation, and confidence following repeated recording and feedback cycles. The teacher also reported increased learner autonomy and engagement, although time-management and technical challenges remained. In conclusion, digital portfolios function as effective assessment and learning tools that foster reflective practice and support speaking fluency development. These findings highlight the importance of strengthening teacher's digital pedagogical competencies and encourage further research on integrating digital portfolios with formative assessment in vocational English education.]]>
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