Technology-enhanced action research for developing instructional practices that promote student engagement in ELT

Abstract

Amid increasing attention to learner engagement in technology-supported English language teaching settings, this paper presents how action research can help a university teacher refine strategies to enhance student engagement. Based on a collaborative pedagogical model, the research introduced Indexing and a structured group activity that allowed students to explore key concepts collaboratively, reflect on their progress and record their roles using digital platforms. Through repeated cycles of planning, action, observation and reflection, the teacher identified the primary barriers to engagement and adjusted instructional strategies accordingly. Data collected from classroom observations, interviews, reflective journals and surveys demonstrated that combining action research with digital tools created a more student-centred environment, indicated by greater learner agency, collaboration and motivation. The intervention transformed the classroom into a dynamic, shared learning space where students actively participated in meaningful technology-supported learning experiences.

Implications for practice and policy:

• Teachers can strengthen engagement by embedding structured reflection for both themselves and their students into routine classroom practice.
• School leaders can sustain participation by designing classrooms that intentionally promote student agency, collaboration, and digital literacy
• Professional development providers should position action research as an ongoing, adaptable process rather than a one-time initiative.
• Policymakers and curriculum designers can enhance teaching quality by supporting inquiry-driven, technology-integrated learning environments.