مجتبی الماسی

The integration of technology into second and foreign language education has facilitated the adoption of e-portfolios as an alternative assessment method, particularly within the Communicative Language Teaching framework. An e-portfolio serves as a digital repository for storing, organizing, and providing feedback on students' coursework and assignments throughout a course, offering a comprehensive view of their proficiency in various language skills. By compiling information on an individual's learning journey, both educators and students can gain a clearer understanding of academic progress, identify strengths and weaknesses and assess development over time. Furthermore, e-portfolios enhance interaction between teachers and students, as well as among peers, making them especially effective in classrooms with learners of different proficiency levels. This study aimed to investigate the perspectives of Iranian English instructors on e-portfolio-based assessment. Using both descriptive and inferential research methods, data were collected through a survey completed by 41 language instructors across Iran and analyzed with SPSS 16.0. The findings revealed that although most instructors are only somewhat familiar with e-portfolios, they generally have a positive view of their use in assessment. Instructors believe that e-portfolio-based assessment boosts learner motivation and supports academic progress. Additionally, the results indicated that factors such as teaching experience and gender do not significantly affect instructors' attitudes. The study underscores the importance of institutional support in establishing the necessary infrastructure for the successful implementation of this assessment method.